The Impact of Hoover's Model on the Acquisition of Educational Concepts among Students of the Department of Educational and Psychological Sciences and the Development of Their Comprehensive Thinking
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Abstract
This study aims to determine the effect of Hoover's model on the acquisition of educational concepts among students of the College of Educational and Psychological Sciences and the development of their comprehensive thinking. The researcher chose the experimental design consisting of two groups: one is experimental and the other is control group. The researcher selected students from the Department of Educational and Psychological Sciences in the College of Education for Liberal Arts and intentionally selected second-year students as a research sample consisting of (75) male and female students. The research tool was the Educational Concepts Learning Test, which included (30) multiple-choice test items measuring three processes of concept acquisition. The second tool is the Integrated Reasoning Test, which in its final form consists of (30) items. After the researcher applied the two tools and collected and processed the statistical data, the results showed a statistically significant difference at the level of (0.05) between the average scores of the experimental group studying Hoover's continuing education material in the Educational Achievement Test. In light of the results of the study, the study presented a number of recommendations and suggestions.
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References
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