The Effect of the "Sowalz" Model on the Academic Achievement of Students at the Institute of Fine Arts in the Subject of Teaching Methods and the Development of Their Cognitive Capacity
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Abstract
The research sample consisted of 62 students, with 31 students in the experimental group and 31 students in the control group, all selected randomly. The researchers developed behavioral objectives for the scientific material, resulting in a total of 40 objectives. Based on these objectives, 12 teaching plans were created and subsequently validated by presenting them to a panel of experts and evaluators. The researchers developed an achievement test, while the researcher employed a mental capacity test. The achievement test consisted of 22 items, including 17 multiple-choice questions and 5 essay questions, which were aligned with Bloom's five levels of cognitive learning while the mental capacity test consisted of 46 paragraphs.
In light of these results, the researchers formulated a series of conclusions, which include the following:
- The Swales model made the lesson more engaging and dynamic, breaking away from the monotony and boredom typically associated with traditional teaching methods by incorporating multiple teaching styles.
- the researchers developed a set of recommendations that include:
The General Directorate of Training emphasizes the importance of employing the Swales model in the instruction of educational and psychological subjects. This approach is essential for improving achievement levels in these fields as well as in academic subjects overall.
- the researcher proposed a series of recommendations, which include: a comparison of the Swales Model with other models for developing mental capacity.
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