أثر توظيف نهج التعلم الشخصي على الأداء الأكاديمي لدى طلبة الصف الثاني الأساسي

المؤلفون

  • Ashwaq Hoorani قسم العلوم التربوية، كلية الدراسات العليا، جامعة النجاح الوطنية، نابلس، فلسطين https://orcid.org/0000-0002-4204-7988
  • Ali Shaqour قسم العلوم التربوية، كلية الدراسات العليا، جامعة النجاح الوطنية، نابلس، فلسطين https://orcid.org/0000-0001-8950-6400

DOI:

https://doi.org/10.35516/edu.v51i1.5634

الكلمات المفتاحية:

التعلم المتمركز حول الطالب، التعلم الشخصي، الأداء الأكاديمي

الملخص

الأهداف: هدفت هذه الدراسة إلى الكشف عن أثر توظيف نهج التعلم الشخصي على الأداء الأكاديمي لدى طلبة الصف الثاني الأساسي في محافظة نابلس.

المنهجية: لتحقيق أهداف الدراسة، استخدمت الدراسة المنهج الكمي التجريبي بالتصميم شبه التجريبي. تكونت أدوات الدراسة من سلم التقدير اللفظي. تكون أفراد الدراسة من (43) طالباً وطالبة من طلبة الصف الثاني الأساسي في مدرسة سعد بن أبي وقاص الأساسية المختلطة موزعين على مجموعتين: مجموعة ضابطة تضم (21) طالباً وطالبة، ومجموعة تجريبية تضم (22) طالباً وطالبة.

النتائج: أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية في متوسطات الأداء الأكاديمي تعزى لمتغير طريقة التدريس، ولصالح المجموعة التجريبية، ووجود فروق ذات دلالة إحصائية في متوسطات الأداء الأكاديمي لدى طلبة المجموعة التجريبية تعزى لمتغير الجنس، ولصالح الإناث، ووجود فروق ذات دلالة إحصائية في متوسطات الأداء الأكاديمي لدى طلبة المجموعة التجريبية تعزى لمتغير المستوى التعليمي لأولياء الأمور، ولصالح المستوى التعليمي ماجستير فأعلى.

الخلاصة: توصلت الدراسة إلى مجموعة من الاستنتاجات أهمها: أدى توظيف نهج التعلم الشخصي إلى تعزيز الأداء الأكاديمي لدى طلبة الصف الثاني الأساسي في تعلم الرياضيات. وأوصىت الدراسة بضرورة توظيف نهج التعلم الشخصي في تعلم المواد التعليمية المختلفة والمراحل التعليمية المختلفة.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

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التنزيلات

منشور

2024-03-15

كيفية الاقتباس

Hoorani, A. ., & Shaqour, A. . (2024). أثر توظيف نهج التعلم الشخصي على الأداء الأكاديمي لدى طلبة الصف الثاني الأساسي. دراسات: العلوم التربوية, 51(1), 95–112. https://doi.org/10.35516/edu.v51i1.5634

إصدار

القسم

المناهج والتدريس
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