The effect of using the formal regulator strategy In the academic achievement of the students of the College of Basic Education - Department of Islamic Education in the subject of the fundamentals of religion
Article Sidebar
Main Article Content
Abstract
This research deals with the effect of using the formal organizer strategy in the achievement of the students of the Faculty of Basic Education / Department of Islamic Education in the fundamentals of religion. The research sample consisted of two students from the first year, 54 students divided into two sections with 54students in each division (21 students, 60 students). One of the two teams was chosen by lot to be the experimental group (21 students and 61 students) To be the control group (21 students and 6 students), both students of the first university year.
The strategy used was the formal organizer's strategy, and to measure the impact of this strategy on scholastic achievement, a learning test was used for this purpose
The search revealed the following results:
- There is a statistically significant effect of the formal organization strategy according to the group variable as expressed by the difference between the experimental and control groups in the academic achievement.
- There is no statistically significant effect of the gender variable in the measurement.
- There is no statistically significant effect of the interaction between the variables of the group and gender
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
- السلطي، ناديا سميح، التعلم المستند إلى الدماغ، دار المسيرة، عمان، 2004.
- الطائي ,آن خزعل عبد سعيد(2009),اثر استخدام طريقة تالف الأشتات في تحصيل طلبة المرحلة الاولى في كلية التربية الأساسية بمادة أصول الدين وتنمية التفكير الإبداعي لديهم.جامعة الموصل.غير منشور
- العبد الله :محمد بن محمود (2013) ,الشامل في طرائق تدريس الاطفال ,ط1,دار المناهج للنشر والتوزيع ,عمان ,الاردن.
- ابراهيم :فاضل خليل (2011) قضايا تربويةونفسيةمقالات تحليليه في التربية والتعليم العالي وطرائق التدريس,دار ابن الاثير للطباعه والنشر ,جامعة الموصل.
- السعدون:عادلة علي ناجي(2012) مباحث في طرائق تدريس التربية الاسلامية واساليب تقويمها ,جامعة بغداد ,كلية التربية ابن الرشد ,العدد 203.
- Brown, Bettina, Lankard. Learning styles and Vocational Education Practice. Retrieved from, http://ericacve.org/docgen. asp?tbl=pab&Id=74, 1998.
- Crawford, D. B., & Carmine D. Comparing the effects of textbooks in eighth- grade U. S. history: Does conceptual organization help? Education and Treatment of Children, 23, 387-422, 2000.
- Dalrymple, Jennifer. Teaching and learning law with graphic organizers. Retrieved from http:// www. loyno. edu/~dciolino/classes/ graphicorganizers. Htm, 2005.
- Gardner, Howard. Frames of mind: The theory of Multiple Intelligences. New York, Basic Books, 1983.
- Gardner, Howard. Intelligence Reframed Multiple Intelligences for the 21st Century. New York, Basic Books, 1999.
- Gregory, H. Gayle & Chapman, Carolyn. Differentiated Instructional strategies: one size doesn’t fit All. California, Corwin press, INC, 2002.
- Huang. p. The Effects of Graphic Organizer Use on Reading Comprehension. Southeastern Louisiana University. Retrieved from http://pangea. tec. edu/~phuang/600/, 2004.
- James, W. B & Gardner, D,L. Learning styles: Implications for distance
learning. (ERIC Document Reproduction service no. EJ 514356), 1995.
- Jensen, Eric. Introduction to Brain-Compatible Learning. San Diego, CA: The Brain store, 1998.
- Jensen, Eric. Brain_Based Learning. San Diego, CA: The Brain store, 2000.
- Leary, F., Samuel. The effect of thinking maps® Instruction achievement of fourth-grade students. (PDF). Dissertation Faculty of Virginia Polytechnic Institute and State University. Retrieved from http://scholar.lib.vt.edu/theses/available/…/unrestricted/whole.pdf,1999.
- Robinson, D. A., Katamaya, A. D., & Dubois, N. F. Interactive effects of graphic organizers and delayed review on concept application. Journal of Experimental Education, 67, (17-31), 1998.
- Stevens, Judy & Goldberg, Dee. For the learners’ sake: Brain-Based Instruction for the 21st century. Arizona, Zephry press, 2001.