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فاعلية تصميم تعليمي على وفق نظرية الدماغ الكلي لهيرمان في تحصيل مادة الكيمياء وانماط التعلم عند طالبات الخامس العلمي == The Effectiveness Of Instructional Design Based On Whole Brain Theory Of Herrmann In Achievement Of Chemistry And Learning Styles By The Students Of Fifth Scientific Leve
Author name:
جميلة كاظم مجيد الزهيري
Supervisor name:
سرمد بهجت ديكران | بسمة محمد
General topic:
Educational Sciences
Specific topic:
Methods of Teaching Chemistry
Degree:
Doctorate
University:
University of Baghdad - Ibn Al-Haytham College Of Education For Pure Sciences - Department Of Educational And Psychological Sciences
Language:
Arabic
University location:
Baghdad
First pages:
05T2781 - p.pdf
Abstract:
The research aims to find out the effectiveness of instructional design based on whole brain theory of Herrmann in the achievement of chemistry and learning styles of fifth Scientific’s students.To investigate the goals of the research, the researcher has put the following hypothesis : - 1. There is no difference is statistically significant at the level (0.05) between the average scores of students who are studying design education based on whole brain theory of Herman and the average scores of students who are studying in accordance with the normal way in achievement test for chemistry.2. There is no difference is statistically significant at the level (0.05) between the average scores of students who are studying design education based on whole brain theory of Herman and the average scores of students who are studying in accordance with the normal way of learning styles scale.The ramifications of this hypothesis, the following Sub - Zero hypotheses : - • There is no difference statistically significant at the level (0.05) between the average scores of students who are studying with Instructional design according to whole brain theory of Herman and the average scores of students who are studying in accordance with the method of the normal pattern (A) the objective to measure learning patterns.• There is no significant difference statistically at the level (0.05) between the average scores of students who are studying with Instructional design according to whole brain theory of Herman and the average scores of students who are studying in accordance with the method of the normal pattern (B) Executive scale patterns of learning.• There is no significant difference statistically at the level (0.05) between the average scores of students who are studying with Instructional design according to whole brain theory of Herman and the average scores of students who are studying in accordance with the method of the normal pattern (C) Emotional scale patterns of learning.• There is no difference statistically significant at the level (0.05) between the average scores of students who are studying with Instructional design according to whole brain theory of Herman and the average scores of studentswho are studying in accordance with the method of the normal pattern (D) to scale patterns of creative learning.When instructional design has been build, The research experience applied in semesters I and II of the academic year 2014 - 2015 on a sample of the fifth scientific students in Babylon secondary school for girls that have been choosed depentedly among the community schools, the research sample contained of (57) student rate of (29) students experimental group and (28) student of the control group.Experimental design adopted a partial seizure and the two groups of search has been equally divided to some variables, the scientific material has been limited with all chapters of the Chemistry book for fifth Scientific class.The researcher prepared two tools for the research (Achievement test and scale of learning styles), Achievement test consisted in its final form of (50) items by (42) substantive paragraph of the multiple choice with four alternatives, and (8) paragraphs of the subjective, the validation after a statistical analysis of the paragraphs found that the reliability coefficient was (0.86) the adoption of Alpha - Cronbach equation, The modes of learning pattern was prepared according to Herman sovereignty brain consisted in itsfinal form with (80) items, as reliability coefficient way analysis of variance using alpha equation Cronbach for each style of the four patterns with an average of (0.85) and adopted the arithmetic mean and variance analysis unilateral and index size effect and the means of statistical research, the results showed the following : 1. There is a statistically significant difference between the two groups of research in academic achievement test in chemistry for the experimental group with a large size of a effect.2. There is a statistically significant difference between the two groups of search patterns in the learning scale for the experimental group with a large size of a effect.The results revealed that the arithmetic mean of the experimental group was the highest for the pattern (B) Procedural reaching (67.00) and by (26.95%) of the sample, followed by style (A) objective, amounting to (62.52) and by (25.15%) of the sample followed by style (C) emotional reaching (61.17) and by (24.61%) of the sample and finally the pattern (D) creative, amounting to (57.90) and by (23.29%) of the sample.
Summary:
05T2781 - A.pdf
References:
05T2781 - R.pdf
