أثر استخدام بعض استراتيجيات التعلم النشط على مستوى دافعية الإنجاز والثقة بالنفس والتحصيل الدراسي لدى التلاميذ بطيئي التعلم the impact of using some active learning strategies in the Achievement Motivation, Self-confidence and academic achievement among the slow learners students.

أبو هدروس, ياسرة محمد أيوب (2010) أثر استخدام بعض استراتيجيات التعلم النشط على مستوى دافعية الإنجاز والثقة بالنفس والتحصيل الدراسي لدى التلاميذ بطيئي التعلم the impact of using some active learning strategies in the Achievement Motivation, Self-confidence and academic achievement among the slow learners students. مجلة جامعة الأزهر بغزة /سلسلة العلوم الإنسانية, 13 (1). pp. 89-130.

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Abstract

Abstract The current study aimed to identify the impact of using some active learning strategies in the Achievement Motivation, Self-confidence and academic achievement among the slow learners students. To achieve this goal,, the researchers used three tools: A measure of achievement motivation (prepared by the researchers), the measure of self-confidence (prepared by the researchers), and a guide for teachers in using the active learning strategies ( prepared by the researchers). The study sample consisted of (80) students from the slow learners were divided into two groups: experimental group and a control one with volume of each (40) students . The results of the study showed that there were statistically significant differences in the level of achievement motivation in the two applications and for the post application, also found significant differences between control and experimental groups in the measurement of achievement motivation for the experimental group, and found significant differences between the two applications of the measure of self-confidence and in favor of the post application, also found statistically significant differences in the two applications of the scale of self-confidence among the control and experimental groups for the experimental group The results of the study also showed that there were differences between the two applications of achievement tests in Arabic and mathematics among the members of the experimental group and for the post application , also found significant differences between the experimental and control groups in the post application of achievement tests in Arabic and mathematics for the benefit of members of the experimental group. The results also found a positive correlation function of the relationship between the level of achievement in school mathematics and Arabic language tests and the level of self-confidence, while a weak relationship between the level of motivation and the level of self-confidence.

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