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اثر المنشطاث العقلية في التحصيل الدراسي والتفكير الاستدلالي لدى طالبات الصف الرابع الادبي في مادة التاريخ == The Effect Of Mental Activators In Educational Achievement And Evidential Thinking At The Female Students In Literal Fourth Class In History Subject
Author name:
كريم علي شلال السعدي
Supervisor name:
هناء عبد النبي كبن العبادي
General topic:
Educational Sciences
Specific topic:
Methods of Teaching General Sciences
Degree:
Doctorate
University:
University Of Basrah - College Of Education For Human Sciences - Department Of Psychological And Educational Guidance
Language:
Arabic
University location:
Basrah
First pages:
05T2683 - p.pdf
Abstract:
The progress of communities and their development at the last quarter of the last century due to the increasing care of preparing teacher for educational tasks he practice them. for providing teachers with experience , skills and innovative methods of teaching it becomes necessary to subject them to training courses during the service time or at the preparing period. due to the importance of mental activities and their vital role in achieving the goals of educational process through their contribution in processing the information and solving the problems that facing the learner that are helping him in realizing the historical concepts and understand them, so the aim of research is to know;1 - the effect of mental activators in educational achievement for the female students in literal fourth class in history subject, 2 - the effect of mental activators in evidential thinking for the female students in literal fourth class in history subjectto achieve the goals three zero assumption were put : 1. "there is no difference of statistical evidence at (0.05) level among the meditation of students scores of experimental group that have studied with mental activation method , and the mediation of students scores of control group that have studied with usual method at the collective test "2. "there is no difference of statistical evidence at (0.05) level among the meditation of students scores of evidential thinking of experimental group that have studied with mental activation method , and the mediation of evidential thinking of control group that have dimensionally studied with usual method"3. "there is no difference of statistical evidence at (0.05) level among the both meditations of the scores of before and after evidential thinking of experimental group students that have studied with mental activation"The research sample encompass (63) female student in literal fourth class in history subject , with (31) student at the experimental group and (32) student at the control group where the process of equivalence of : "time age variables , intelligence and scores of history subject at the last year " was done.The researcher prepared (101) activators of mental activation embodied ( educational questions, material and sensational pictures, information system, plan design, statement preparing , similarities "comparison, mental pictures" imaginations" ,summary writing, concepts maps). the researcher assure their apparent truth , content and show them to a group of experts and special people to check their validity.The researcher also prepared dimensional collective test consisting of (50) item type" choosing from multi ) then introduce it to a group of experts and arbitrators , distributed within the six levels of diploma classification of knowledge field ( remembering , understanding, applying, analyzing, assembling, evaluating) the researcher assure his apparent truth , after introduce it to a group of experts and special people to make sure of the truth of test and its validity , the researcher used statistical methods the have been used in evidential thinkingThe researcher prepared evidential thinking test embodied ( 50) item with (26) item of inductive thinking and (24) item of deductive thinking. the validity was estimated with semi partial method by using SPAREMAN BROWN function , the validity of items reached to (0.89) after applyingPERSON connection factor to find out the validity of before and after evidential thinking test..The experiment applied at the first semester of 2014 - 2015 the experiment last for a whole semester , the information were statistically processed by using ( T - TEST) to independent samples , unequal in number , the following results were concluded : 1. Progressing the students of experimental group that are studying history according to mental activators on the students of control group that are studying history with traditional method at the collective test.2. a statistical evident difference of experimental group was appear for the after evidential thinking than the before evidential thinking.Through the results of research, the researcher recommended the following : 1. Organizing training courses to the teachers of history to acknowledge them with mental activators that may have made by general directorate of curricula in the ministry of education.2. Taking care of preparing "secondary" stage, especially the literal fourth, bcause it represents the basic base in teaching students and focusing on teach them the historical concepts.3. Encouraging the independency of students and depending on themselves in achieving their jobs with discussing their results and what they had achieved with the supervision of teachers.colleges.In addition, researcher suggested : 1. Doing a study similar to current study in other studying stages2. Doing other study to know the effect of mental activators in other alternates as creative thinking critic and their tendency toward history,3. Doing other study on other studying stages taking different sex (male) in consideration.
Summary:
05T2683 - A.pdf
References:
05T2683 - R.pdf
