واقع البيئة الصفية وعلاقته بمستوى امتلاك طلبة المرحلة الثانوية في فلسطين لاستراتيجيات التعلم ومهارات إدارة الذات
Date
2022-01-04
Authors
تسنيم عبد الرحمن عبد الفتاح العواودة
Tasneem Abed-alrahman A. Alawawdeh
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت الدراسة التعرف إلى واقع البيئة الصفية وعلاقته بمستوى امتلاك طلبة المرحلة الثانوية في فلسطين لاستراتيجيات التعلم ومهارات إدارة الذات، ولتحقيق هدف الدراسة اعتمدت الباحثة المنهج الوصفي (الأسلوب الارتباطي)، وطبقت الدراسة على عينة عنقودية بلغ عددها 885 طالب وطالبة من طلبة المرحلة الثانوية في الفصل الدراسي الاول 2021/2022، واستخدمت الباحثة ثلاث ادوات: مقياس البيئة الصفية، استبانة مهارة ادارة الذات، استبانة استراتيجيات التعلم، ثم تم التأكد من صدق الأدوات وثباتها.
أشارت نتائج الدراسة الى أن واقع البيئة الصفية جاء بدرجة متوسطة، كما بينت النتائج عدم وجود فروق في واقع البيئة الصفية لدى طلبة المرحلة الثانوية تعزى لمتغيرات الدراسة. وأن مستوى امتلاك الطلبة لاستراتيجيات التعلم جاء بدرجة كبيرة وبينت النتائج عدم وجود فروق ذات دلالة احصائية في مستوى امتلاك الطلبة لاستراتيجيات التعلم تعزى لمتغير الفرع والصف ووجودها لمتغير الجنس ولصالح الاناث. وأن مستوى امتلاك الطلبة لمهارة ادارة الذات جاء بدرجة كبيرة وعدم وجود لفروق دالة احصائيا لمستوى امتلاك الطلبة لمهارة ادارة الذات تعزى لمتغيري الفرع والصف ووجودها لمتغير الجنس ولصالح الإناث. كما أظهرت الدراسة عدم وجود علاقة بين واقع البيئة الصفية وكلا من استراتيجيات التعلم ومهارة ادارة الذات.
وبناء على هذه النتائج اوصت الباحثة بضرورة تحسين البيئة الصفية بكافة عناصرها المادية والبشرية، وضرورة التركيز على تعلم الطلبة لمهارات ادارة الذات واهمها مهارة ادارة الوقت لدى الطلبة، وكذلك القيام باجراء دراسات حول البيئة الصفية مع متغيرات اخرى كمكان السكن وعدد الطلبة في الغرفة الصفية ومساحتها.
The study aimed to identify the reality of the classroom environment and its relationship with the level of Palestinian secondary school students’ possessing of learning strategies and self-management skills. To achieve the study goal, the researcher adopted the descriptive associative approach, and applied the study to a clustered stratified sample of (885) high school students, both males and females, in the first semester (2021/2022). The researcher used three tools: the classroom environment scale, the self-management skill questionnaire, and the learning strategies questionnaire. The validity and stability of the tools were verified. The results indicated that the reality of the class environment came with an average degree, and the results showed that there are no differences in the reality of the class environment for high school students due to the changes. And the level of students' ownership of learning strategies came to a large extent, and the results showed that there are no statistically significant differences in the level of students' ownership of learning strategies due to the changes branch and class and their existence for the variable of sex and in favor of females. also indicated the level of students' ownership of the skill of self-management came to a large extent and the absence of statistical differences in the level of students' ownership of the skill of self-management due to the changes of the branch and the class and its presence of the gender variable and for the benefit of females One of the most prominent results of the study is the absence of a relationship between the reality of the classroom environment and both learning strategies and self-management skills. Based on these results, the researcher recommended that it is necessary to enhance the classroom environment with all its physical and human elements, and to enhance the value of time for students and how to manage it, as well as conducting studies on the classroom environment with other variables such as the place of residence.
The study aimed to identify the reality of the classroom environment and its relationship with the level of Palestinian secondary school students’ possessing of learning strategies and self-management skills. To achieve the study goal, the researcher adopted the descriptive associative approach, and applied the study to a clustered stratified sample of (885) high school students, both males and females, in the first semester (2021/2022). The researcher used three tools: the classroom environment scale, the self-management skill questionnaire, and the learning strategies questionnaire. The validity and stability of the tools were verified. The results indicated that the reality of the class environment came with an average degree, and the results showed that there are no differences in the reality of the class environment for high school students due to the changes. And the level of students' ownership of learning strategies came to a large extent, and the results showed that there are no statistically significant differences in the level of students' ownership of learning strategies due to the changes branch and class and their existence for the variable of sex and in favor of females. also indicated the level of students' ownership of the skill of self-management came to a large extent and the absence of statistical differences in the level of students' ownership of the skill of self-management due to the changes of the branch and the class and its presence of the gender variable and for the benefit of females One of the most prominent results of the study is the absence of a relationship between the reality of the classroom environment and both learning strategies and self-management skills. Based on these results, the researcher recommended that it is necessary to enhance the classroom environment with all its physical and human elements, and to enhance the value of time for students and how to manage it, as well as conducting studies on the classroom environment with other variables such as the place of residence.