The Effectiveness of an Educational Program Based on Theory of Mind in Developing Mindful Learning Skills among Second-Year Students in Educational Administration in the Geography Department"
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Abstract
The study employed both the descriptive approach in designing the educational program based on Theory of Mind and the experimental approach in measuring its effectiveness. The research sample consisted of second-year students in the Department of Geography, divided into two groups: the experimental group, which was taught according to the Theory of Mind-based educational program and included 60 students, and the control group, which was taught using the traditional method and included 68 students. The researcher developed a comprehensive educational program that included a set of activities and exercises aimed at enhancing alert learning skills, taking into account individual differences among students and gradually increasing the difficulty of the activities according to their levels. The content validity of the program was verified based on expert opinions. To measure the effectiveness of the program, a test was constructed to assess the acquisition of alert learning skills, and its validity and reliability were verified before applying it to the sample after the program’s implementation. The results indicated statistically significant differences between the mean scores of the two groups, in favor of the experimental group, demonstrating the program’s effectiveness in developing alert learning skills among second-year students. The study aims to examine the effectiveness of an educational program based on Theory of Mind in developing alert learning skills among second-year students in the Educational Administration course in the Department of Geography, by enhancing students’ awareness of their own and others’ thinking processes, and how to utilize this awareness to improve self-directed learning and effective classroom participation.
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