أثر استخدام نموذج التعلم التفارغي في اكتساب مفاهيم المساحات و الحجوم و في الكفاءة الذاتية نحو تعلم الهندسة لدى طالبات الصف السابع الأساسي
مؤلف
الصقرية, إيمان بنت جمعة بن سعد.
الملخص الإنجليزي
This study aimed to explore the effect of the Allosteric leaming model on the Acquisition of the Concept of the Area and Volumes and in the Self-Efficacy Toward Learning Geometry of Seventh Grade Student. To achieve this aim, teacher's manual was prepared teach in the area and volume unit according to the Allosteric learning model
The researcher also prepared two tools for this study: a test to measure the acquisition of the areas and volumes concepts consists of (15) items and a scale of selfefficiency toward learning geometry consists of (20) items and their validity and reliability were checked and maintained to an acceptable level.
The study sample consist of fifty-four (54) students from the seventh-grade student on basic education in one of the schools in Al Dakhliya Governorate and they were divided in two groups: an experimental group and control group. The experimental
group consists of (27) students and studied the areas and volumes unit using the Allosteric learning model. The control group consists of (27) students and studied same unit in the normal manner.
For the analysis of the data, the study used arithmetic means, standard deviations and ANCOVA. They study found that there was a statistically significant difference at the mean level (a<0.05) between the mean scores of the seventh-grade students of the experimental and control groups in the past-test for Allosteric learning model on the Acquisition of the Concept of the Area and Volumes and Self-Efficacy Toward Leaming Geometry in favor of the experimental group.
In light of these results, the researcher recommends the need to activate the use of Allosteric learning model in teaching of different geometry subjects and conducting similar research studies to investigate the impact of using this model in other dependent variables.
