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أثر التفاعل بين بيئة التغذية الراجعة الالكترونية والقوة المعرفية المسيطرة في تنمية التفكير فوق المعرفي والتحصيل الأكاديمي لدى طلبة جامعة التقنية والعلوم التطبيقية بالرستاق.

Authors :
حمود بن عبد الله &#157
ميمي السيد أحمد &#1573
هاشل بن سعد بن ال&#159
محمد قنديل عبد ا&#1604
عادل محمد محمود &#1575
Source :
Journal of Education - Sohag University. Feb2024, Vol. 118 Issue 118, p663-721. 59p.
Publication Year :
2024

Abstract

This research project aims to reveal the impact of the interaction between the electronic feed back environment and Cognitive Holding Power in developing supra-cognitive thinking and academic achievement in the psychometric and educational assessment course for students of the College of Education in Rustaq state, and the research relies on its procedures on the semiexperimental approach based on the design factorial design ( 2 × 2), and the exploratory research sample consists of (70) male and female students in the College of Education in Rustaq state in the first, the second and third academic year, while the final research sample will consist of (011) male and female students in the College of Education in al Rustaq state in majors (Chemistry - Mathematics) divided into four experimental groups equal in number according to the pattern of electronic feedback provided, As well as the ranks of Cognitive Holding Power. the research team build the research tools; a measure to measure the Cognitive Holding Power, a measure to measure the supra-cognitive thinking, and a test to measure academic achievement for the psychometric and educational assessment course - and an electronic training program based on the feedback environment (corrective and interpretative), and using a (t)test For independent samples, unidirectional variance analysis( One way Anova), two-way analysis of variance, and the formula (ETA, to calculate the effect size) through the statistical analysis program (SPSS), and we expect the results of the following: There are statistically significant differences at the level of significance (0.01) between the mean scores of students of experimental groups in the supra-cognitive thinking, due to the effect of the different electronic feedback environment (corrective – explanatory). There are statistically significant differences at the level of significance (0.01) between the mean scores of students of experimental groups in supra-cognitive thinking, due to the effect of the difference in the Cognitive Holding Power ranks (first-second),There are statistically significant differences at the level of (0.01) between the average scores of students of experimental groups in academic achievement, due to the effect of the different electronic feedback environment (corrective - explanatory).There are statistically significant differences at the level of significance (0.01) between the mean scores of students of experimental groups in academic achievement, due to the effect of the difference in the ranks of the Cognitive Holding Power (the first – the second).There are statistically significant differences at the level of significance (0.01) between the mean scores of students of experimental groups in the skills of supra-cognitive thinking, due to the effect of the interaction between the two modes of presentation of the electronic feedback environment (corrective - explanatory), and the Cognitive Holding Power (he first –second),There are statistically significant differences at the level of significance (0.01) between the average scores of students of experimental groups in academic achievement, due to the effect of the interaction between the two modes of presentation of the electronic feedback environment (corrective - explanatory), and the Cognitive Holding Power (first - second) ranks.There is a high impact size of the electronic learning environment (corrective - explanatory), which depends on the first rank of the Cognitive Holding Power that dominates over cognitive thinking and academic achievement among students of the College of Education in Rustaq state. There is a high impact size for the electronic (corrective - explanatory) learning environment, which depends on the second rank of the Cognitive Holding Power that dominates over cognitive thinking and academic achievement for students of the College of Education in Rustaq. [ABSTRACT FROM AUTHOR]

Details

Language :
Arabic
ISSN :
16872649
Volume :
118
Issue :
118
Database :
Academic Search Index
Journal :
Journal of Education - Sohag University
Publication Type :
Academic Journal
Accession number :
176157279
Full Text :
https://doi.org/10.21608/edusohag.2024.342801