The Effect of the Bayer Strategy on Acquiring Concepts of Comparative Education among Students of the Department of ducational and sychological Sciences and on Developing Their Visual Intelligence
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Abstract
The present study aims to identify the effect of the Bayer strategy on the acquisition of concepts of the Comparative Education course among students of the Department of Educational and Psychological Sciences and on developing their visual intelligence. The present paper adopts a quasi-experimental design with partial control, as it is appropriate for the nature of the study. The research sample consists of (85) male and female students who were distributed into two groups: an experimental group of (43) students and a control group of (42) students. The paper ensures the equivalence of the two groups in a number of variables that might affect the accuracy of the results, such as students’ chronological age calculated in months and the visual intelligence scale prior to the experiment. A concepts test for the Comparative Education course was constructed, consisting in its final form of (16) items. Its validity, reliability, and item discrimination were statistically verified. In addition, a scale of intellectual tolerance was developed consisting of (40) items, and its psychometric properties were verified in terms of validity, reliability, and discrimination. The results of the study showed a statistically significant difference between the mean scores of the experimental and control groups in both the Comparative Education concepts test and the visual intelligence scale, in favor of the experimental group that was taught according to the Bayer strategy. This superiority is attributed to the effectiveness of the strategy in developing concepts and enhancing students’ visual intelligence.
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