أثر الحقيبة التّعليميّة (مُعلّمي لِجانبي) القائمة على التّعلّم الذّاتيّ في تحصيل طالبات الصّف الثّالث الأساسيّ في الرّياضيّات ودافعيّة الإنجاز لديهن في فلسطين
Date
2023-08-01
Authors
نسرين طلال موسى قطينه
Nesrin Talal Musa Quttaineh
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدّراسة إلى تقصّي أثر الحقيبة التّعليميّة (مُعلّمي لجانبي) القائمة على التّعلّم الذّاتيّ في تحصيل طالبات الصّف الثّالث الأساسيّ في الرّياضيّات ودافعيّة الإنجاز لديهن في فلسطين، تمّ تطبيق الدّراسة في مديرية جنوب الخليل للعام الدّراسيّ 2022/ 2023م، على عيّنة قصديّة من طالبات الصّف الثّالث في مدرسة بنات شهداء دورا الأساسيّة، وتكوّنت عيّنة الدّراسة من (60) طالبة موزّعات على مجموعتين (تجريبيّة – وضابطة) بواقع (30) طالبة و(30) طالبة.
ولتحقيق هدف الدّراسة أعدّت الباحثة اختباراً للتّحصيل الدّراسيّ، واستبانة لدافعيّة الإنجاز، وتم التّأكَّدَ من صدق الأدوات وثباتها، بالإضافة إلى إعداد الحقيبة التّعليمة القائمة على التّعلّم الذّاتيّ ودليلها للمجموعة التّجريبية، واعتمدت الباحثة المنهج التّجريبي، والتّصميم شبه التّجريبي، حيث اشتملت الدّراسة على مجموعتين، مجموعة ضابطة تم تدريسها وفق الطّريقة الاعتيادية، وتجريبيّة تم تدريسها باستخدام الحقيبة التّعليميّة (مُعلّمي لجانبي).
أظهرت النّتائج وجود فروق دالة إحصائيّاً في المتوسّطات الحسابيّة لدرجات التّحصيل الدّراسيّ للطّالبات تُعزى لطريقة التّدريس باستخدام الحقيبة التّعليميّة (مُعلّمي لجانبي) القائمة على التّعلّم الذّاتيّ، ووجود فروق دالة إحصائيّاً في المتوسّطات الحسابيّة لدرجات التّحصيل الدّراسيّ للطّالبات تبعاً لمستوى التّحصيل السّابق لصالح العالي، وعدم وجود فروق دالّة إحصائيّاً في المتوسّطات الحسابية لدرجات التّحصيل للطّالبات تُعزى للتّفاعُل بين طريقة التّدريس ومستوى التّحصيل السّابق، ووجود فروق دالّة إحصائيّاً في المتوسّطات الحسابيّة لدرجات دافعيّة الإنجاز للطّالبات تُعزى لطريقة التّدريس باستخدام الحقيبة التّعليميّة (مُعلّمي لجانبي) القائمة على التّعلّم الذّاتيّ، وعدم وجود فروق دالّة إحصائيّاً في المتوسّطات الحسابيّة لدرجات دافعيّة الإنجاز للطّالبات تبعاً لمستوى التّحصيل السّابق، وعدم وجود فروق دالّة إحصائيّاً في المتوسّطات الحسابية لدرجات دافعيّة الإنجاز للطّالبات تُعزى للتّفاعُل بين طريقة التّدريس ومستوى التّحصيل السّابق.
وفي ضوء النّتائج، أوصت الباحثة بأهميّة توظيف الحقائِب التّعليميّة القائمة على التّعلّم الذّاتيّ، لما لها من دور في تنمية التّحصيل الدّراسيّ ودافعيّة الإنجاز لدى الطّالبات.
This study aimed to investigate the impact of the Educational package (My Teacher Besides Me), based on self-learning on the achievement of the 3rd Primary Grade students in mathematics and their achievement motivation in Palestine, the study was applied in the South Hebron Directorate for the academic year 2022/2023, on an Intentional Sample of the 3rd Primary Grade students at Dura Martyrs Basic School for Girls, and the study sample consisted of (60) female students distributed into two groups (Experimental - Control) by (30) female students for each group, To achieve the objective of the study, the researcher prepared a test for the academic achievement, besides a questionnaire for achievement motivation. The validity and the reliability of the tools were ensured, in addition to preparing the educational package based on self-learning and its guide. The results showed that there were statistically significant differences in the arithmetic averages of the students' scores in the academic achievement test due to the teaching method by using the Educational package (My Teacher Besides Me), based on self-learning, the presence of statistically significant differences in the arithmetic averages of the students' scores in the academic achievement test according to the previous achievement in favor of the higher, there were no statistically significant differences in the arithmetic averages of the students' scores in the test Achievement due to the interaction between the teaching method and the previous level of achievement. The results also showed that there were statistically significant differences in the arithmetic averages in the achievement motivation due to the teaching method by using the Educational package (My Teacher Besides Me), based on self-learning, and there were no statistically significant differences in the arithmetic averages in the achievement motivation according to the previous achievement level, there were no statistically significant differences in the arithmetic averages in the achievement motivation questionnaire due to the interaction between the teaching method and the previous achievement level. In light of the results, the researcher recommended the importance of employing educational package based on self-learning, because of their role in developing academic achievement and achievement motivation among students.
This study aimed to investigate the impact of the Educational package (My Teacher Besides Me), based on self-learning on the achievement of the 3rd Primary Grade students in mathematics and their achievement motivation in Palestine, the study was applied in the South Hebron Directorate for the academic year 2022/2023, on an Intentional Sample of the 3rd Primary Grade students at Dura Martyrs Basic School for Girls, and the study sample consisted of (60) female students distributed into two groups (Experimental - Control) by (30) female students for each group, To achieve the objective of the study, the researcher prepared a test for the academic achievement, besides a questionnaire for achievement motivation. The validity and the reliability of the tools were ensured, in addition to preparing the educational package based on self-learning and its guide. The results showed that there were statistically significant differences in the arithmetic averages of the students' scores in the academic achievement test due to the teaching method by using the Educational package (My Teacher Besides Me), based on self-learning, the presence of statistically significant differences in the arithmetic averages of the students' scores in the academic achievement test according to the previous achievement in favor of the higher, there were no statistically significant differences in the arithmetic averages of the students' scores in the test Achievement due to the interaction between the teaching method and the previous level of achievement. The results also showed that there were statistically significant differences in the arithmetic averages in the achievement motivation due to the teaching method by using the Educational package (My Teacher Besides Me), based on self-learning, and there were no statistically significant differences in the arithmetic averages in the achievement motivation according to the previous achievement level, there were no statistically significant differences in the arithmetic averages in the achievement motivation questionnaire due to the interaction between the teaching method and the previous achievement level. In light of the results, the researcher recommended the importance of employing educational package based on self-learning, because of their role in developing academic achievement and achievement motivation among students.
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Keywords
Citation
قطينه، نسرين طلال. (2023). أثر الحقيبة التّعليميّة (مُعلّمي لِجانبي) القائمة على التّعلّم الذّاتيّ في تحصيل طالبات
الصّف الثّالث الأساسيّ في الرّياضيّات ودافعيّة الإنجاز لديهن في فلسطين [رسالة ماجستير منشورة، جامعة
القدس، فلسطين]. المستودع الرقمي لجامعة القدس. https://arab-scholars.com/98bc82