Elsayed Kamel El sharbiny Mansour, Mahmoud Ali Elsayed, Mohamed Gamal Mohamed Elsayed
The goal of the current research is to identify the effectiveness of a training program on emotional preparation in improving the popular level of a group of (12) male and female students in the second grade in the integrated stage with learning difficulties in government schools in Ismailia Governorate, spanning only (13-15) years, average. My age is (35.14), and the standard deviation is (30.0). The sample was drawn into two equivalent groups (experimental and control), and a social education measure (prepared by the researcher) and the training program (prepared by the researchers) were applied. The results of the research resulted in effectiveness The training program evidenced emotional preparation in improving the social level of students in the experimental group with learning difficulties and its continued effectiveness during the follow-up period (one month).
{"title":"The Effectiveness of a Training Program Based on Emotional Processing in Improving the level of Social Competence of a sample of people with Learning Disabilities","authors":"Elsayed Kamel El sharbiny Mansour, Mahmoud Ali Elsayed, Mohamed Gamal Mohamed Elsayed","doi":"10.29009/ijres.7.1.8","DOIUrl":"https://doi.org/10.29009/ijres.7.1.8","url":null,"abstract":"The goal of the current research is to identify the effectiveness of a training program on emotional preparation in improving the popular level of a group of (12) male and female students in the second grade in the integrated stage with learning difficulties in government schools in Ismailia Governorate, spanning only (13-15) years, average. My age is (35.14), and the standard deviation is (30.0). The sample was drawn into two equivalent groups (experimental and control), and a social education measure (prepared by the researcher) and the training program (prepared by the researchers) were applied. The results of the research resulted in effectiveness The training program evidenced emotional preparation in improving the social level of students in the experimental group with learning difficulties and its continued effectiveness during the follow-up period (one month).","PeriodicalId":311769,"journal":{"name":"International Journal of research in Educational Sciences","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay will explore some global trends in mathematics education research, what these trends mean for mathematics education, and how they will shape mathematics education in the years to come. In particular, this essay will focus on the latest trends in mathematics education research, such as Digital technology, innovative teaching methods and approaches, the impact of mathematics education on student achievement, Inquiry-based learning, Games and Gamification, and Equity, diversity, and inclusion.
{"title":"Global Trends in Mathematics Education Research","authors":"Hisham Barakat Hussein","doi":"10.29009/ijres.6.2.9","DOIUrl":"https://doi.org/10.29009/ijres.6.2.9","url":null,"abstract":"This essay will explore some global trends in mathematics education research, what these trends mean for mathematics education, and how they will shape mathematics education in the years to come. In particular, this essay will focus on the latest trends in mathematics education research, such as Digital technology, innovative teaching methods and approaches, the impact of mathematics education on student achievement, Inquiry-based learning, Games and Gamification, and Equity, diversity, and inclusion.","PeriodicalId":311769,"journal":{"name":"International Journal of research in Educational Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126780612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Samah Gamal Ahmed Elbehary, Fatima Hamada Bassiouny Aboseira
eaching the concept of fractions to students stays challenging, yet representations define an effective strategy to overcome such a challenge. Considering the impact of teachers’ knowledge on students’ achievement, this study aimed at portraying mathematics teachers’ knowledge for teaching fractions through representations, precisely, the addition process that remains a prerequisite to other operations. Hence, a purposefully selected sample of novice mathematics teachers was asked to propose a pedagogical activity through which the addition of fractions could be taught to early-age students. Later, their responses were analyzed through the study framework, which was developed by combining the five interrelated constructs of fractions with the types of activities used when teaching the addition of fractions. As a result, teachers’ knowledge was crystallized into three principal categories of utilizing the Part-whole, Measure, and Operator constructs. Furthermore, the related concepts of the unit and proportional equivalence, the fractional unit, including the iteration process, and the connection between addition and subtraction were discussed. Also, manners of representing (1) the added fractions and the result through two distinct models, (2) the added fractions and the result jointly in one model, and (3) only the added fractions emerged. These results provide a foundation for the professional development of mathematics teachers.
{"title":"Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations","authors":"Samah Gamal Ahmed Elbehary, Fatima Hamada Bassiouny Aboseira","doi":"10.29009/ijres.5.4.8","DOIUrl":"https://doi.org/10.29009/ijres.5.4.8","url":null,"abstract":"eaching the concept of fractions to students stays challenging, yet representations define an effective strategy to overcome such a challenge. Considering the impact of teachers’ knowledge on students’ achievement, this study aimed at portraying mathematics teachers’ knowledge for teaching fractions through representations, precisely, the addition process that remains a prerequisite to other operations. Hence, a purposefully selected sample of novice mathematics teachers was asked to propose a pedagogical activity through which the addition of fractions could be taught to early-age students. Later, their responses were analyzed through the study framework, which was developed by combining the five interrelated constructs of fractions with the types of activities used when teaching the addition of fractions. As a result, teachers’ knowledge was crystallized into three principal categories of utilizing the Part-whole, Measure, and Operator constructs. Furthermore, the related concepts of the unit and proportional equivalence, the fractional unit, including the iteration process, and the connection between addition and subtraction were discussed. Also, manners of representing (1) the added fractions and the result through two distinct models, (2) the added fractions and the result jointly in one model, and (3) only the added fractions emerged. These results provide a foundation for the professional development of mathematics teachers.","PeriodicalId":311769,"journal":{"name":"International Journal of research in Educational Sciences","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123048364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The analysis conducted in this paper provides useful insights about training of vocational and technical teachers, both in terms of the theoretical framework surrounding the concept and how it’s applied in Europe in general and Greece in specific. Taking the analysis of technical teachers’ training into account, as well as its basic concepts and characteristics, it is clear that the central aim of the concept is to combine the need for teachers to acquire the necessary professional skills to practice their profession and be consistent with labour market and industrial standards at the same time. In order for these objectives to be achieved, vocational and technical teachers need to be subject to professionalization, which shall accompany throughout the whole duration of their professional career. These needs are summarized in that teachers must be characterized by discipline, acquisition of certain academic knowledge, and their combination with pedagogical studies. The case study of ASPETE’s training program for vocational and technical teachers was very indicative of what these teachers actually need, in order to effectively practice their profession. Essentially, training programs must focus on the changing roles and tasks for vocational and technical teachers in modern years, as well as combine academic courses with real-life practice, so that prospective teachers are exposed to real teaching activities, long before they officially start building their professional career.
{"title":"Teachers’ training schemes and their preparation for secondary vocational education Practices and concerns in Greece","authors":"Spyridoula Tzortzi, E. Papakitsos","doi":"10.29009/ijres.5.4.5","DOIUrl":"https://doi.org/10.29009/ijres.5.4.5","url":null,"abstract":"The analysis conducted in this paper provides useful insights about training of vocational and technical teachers, both in terms of the theoretical framework surrounding the concept and how it’s applied in Europe in general and Greece in specific. Taking the analysis of technical teachers’ training into account, as well as its basic concepts and characteristics, it is clear that the central aim of the concept is to combine the need for teachers to acquire the necessary professional skills to practice their profession and be consistent with labour market and industrial standards at the same time. In order for these objectives to be achieved, vocational and technical teachers need to be subject to professionalization, which shall accompany throughout the whole duration of their professional career. These needs are summarized in that teachers must be characterized by discipline, acquisition of certain academic knowledge, and their combination with pedagogical studies. The case study of ASPETE’s training program for vocational and technical teachers was very indicative of what these teachers actually need, in order to effectively practice their profession. Essentially, training programs must focus on the changing roles and tasks for vocational and technical teachers in modern years, as well as combine academic courses with real-life practice, so that prospective teachers are exposed to real teaching activities, long before they officially start building their professional career.","PeriodicalId":311769,"journal":{"name":"International Journal of research in Educational Sciences","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130286446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to determine the performance level of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices. In the book "From Principles to Procedures" in 2014, it consisted of (32) sub-practices, stemming from (8) main practices. The study concluded: that the level of performance of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices was generally at a low degree, with an arithmetic mean of (1.56), and their performance level appeared in light of the practices of “asking purposeful questions, supporting the productive struggle in learning mathematics, And extracting evidence on students' thinking and use", to a medium degree, and with arithmetic averages (1.84, 1.77, 1.70), respectively. While the level of their performance appeared in the light of the practices of “facilitating meaningful mathematical dialogue, building procedural fluency from conceptual comprehension, setting mathematics objectives to focus learning, implementing tasks that enhance inference and problem solving, and using and linking mathematical representations” to a low degree, with arithmetic averages of (1.55, 1.52, 1.44, 1.36, 1.28) respectively. In light of the results of the study, a set of recommendations were presented.
{"title":"The performance level of Mathematics Teachers at The Secondary Level in Light of NCTM's Practices for Effective Teaching","authors":"Faisal Salman Alotaibi, Khaled Abdullah Almatham","doi":"10.29009/ijres.5.4.9","DOIUrl":"https://doi.org/10.29009/ijres.5.4.9","url":null,"abstract":"The study aims to determine the performance level of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices. In the book \"From Principles to Procedures\" in 2014, it consisted of (32) sub-practices, stemming from (8) main practices. The study concluded: that the level of performance of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices was generally at a low degree, with an arithmetic mean of (1.56), and their performance level appeared in light of the practices of “asking purposeful questions, supporting the productive struggle in learning mathematics, And extracting evidence on students' thinking and use\", to a medium degree, and with arithmetic averages (1.84, 1.77, 1.70), respectively. While the level of their performance appeared in the light of the practices of “facilitating meaningful mathematical dialogue, building procedural fluency from conceptual comprehension, setting mathematics objectives to focus learning, implementing tasks that enhance inference and problem solving, and using and linking mathematical representations” to a low degree, with arithmetic averages of (1.55, 1.52, 1.44, 1.36, 1.28) respectively. In light of the results of the study, a set of recommendations were presented.","PeriodicalId":311769,"journal":{"name":"International Journal of research in Educational Sciences","volume":"348 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122754741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to know the factors affecting the deaf students’ of using synchronous and asynchronous e-learning according to the technology acceptance model (TAM). It also aimed to know the impact of TAM elements (perceived ease of use - perceived usefulness - behavioral intention to use - actual use of technology) on deaf students' use of e-learning. The study used the descriptive survey method, which is considered one of the most appropriate approaches for the current study, it is based on describing the true reality of the phenomenon and then analyzing the results and building conclusions in the light of the current reality. As a result of the study, the most important factors affecting the deaf students of using e-learning according to the technology acceptance model were the perceived usefulness factor, followed by the behavioral intention to use factor, then the actual use of e-learning, and finally the perceived ease of use factor.
{"title":"Factors Affecting Deaf Students of Using E- Learning According to the Technology Acceptance Model (TAM)","authors":"Aldanah Khalid Alghanim, Uthman T. Alturki","doi":"10.29009/ijres.5.4.6","DOIUrl":"https://doi.org/10.29009/ijres.5.4.6","url":null,"abstract":"This study aimed to know the factors affecting the deaf students’ of using synchronous and asynchronous e-learning according to the technology acceptance model (TAM). It also aimed to know the impact of TAM elements (perceived ease of use - perceived usefulness - behavioral intention to use - actual use of technology) on deaf students' use of e-learning. The study used the descriptive survey method, which is considered one of the most appropriate approaches for the current study, it is based on describing the true reality of the phenomenon and then analyzing the results and building conclusions in the light of the current reality. As a result of the study, the most important factors affecting the deaf students of using e-learning according to the technology acceptance model were the perceived usefulness factor, followed by the behavioral intention to use factor, then the actual use of e-learning, and finally the perceived ease of use factor.","PeriodicalId":311769,"journal":{"name":"International Journal of research in Educational Sciences","volume":"209 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123016624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to identify the reality of practicing and applying differentiated learning for gifted students through adopting the following: a survey descriptive approach in which a set of qualitative instruments such as interviewing a gifted student, a quantitative instrument, a questionnaire for teachers of the gifted, an observation instrument and the document analysis instrument to check what female teachers present with regard to professional practice of differentiated learning in gifted classes. From the perspective of the gifted student, practicing differentiated learning in gifted classes was not as expected. Contrary to that, teachers’ responses, according to the questionnaire, showed that they did. The use of the observation instrument was to perceive the practice from another perspective. The study concluded that practicing differentiated learning by teachers was lacking, as they continued to use traditional methods of teaching. To ensure teachers’ understanding of the concept of differentiated learning, the document analysis instrument was used. It was clear that the professional training offered by the school and training office was relatively good, but the real practice didn’t cope with its quality.
{"title":"The Reality of Practicing Differentiated Learning in Gifted Classes from the Perspective of a Gifted Student and Her Associates","authors":"A. Alqahtani, A. Alarfaj","doi":"10.29009/ijres.5.4.11","DOIUrl":"https://doi.org/10.29009/ijres.5.4.11","url":null,"abstract":"The study aims to identify the reality of practicing and applying differentiated learning for gifted students through adopting the following: a survey descriptive approach in which a set of qualitative instruments such as interviewing a gifted student, a quantitative instrument, a questionnaire for teachers of the gifted, an observation instrument and the document analysis instrument to check what female teachers present with regard to professional practice of differentiated learning in gifted classes. From the perspective of the gifted student, practicing differentiated learning in gifted classes was not as expected. Contrary to that, teachers’ responses, according to the questionnaire, showed that they did. The use of the observation instrument was to perceive the practice from another perspective. The study concluded that practicing differentiated learning by teachers was lacking, as they continued to use traditional methods of teaching. To ensure teachers’ understanding of the concept of differentiated learning, the document analysis instrument was used. It was clear that the professional training offered by the school and training office was relatively good, but the real practice didn’t cope with its quality.","PeriodicalId":311769,"journal":{"name":"International Journal of research in Educational Sciences","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114432442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
High school is an important transitional stage in the life of the student and his family together, as it charts the course of the student's professional life when he graduates from the university or from higher education institutions. Because of the importance of the high school, efforts are exerted by all segments of society, students, parents, teachers, administrators, examination, and control committees, and ... etc. There is no doubt that these efforts are financially and morally costly, especially since the high school system has been unstable in recent years. It often changes with the change of the minister, once the portfolio system, and once the tablet system, and finally the Babylon chit system and perhaps other systems will come in the future. The state has expanded the number of universities with their three types: governmental, private, and private, and this may be in pursuit of future plans and a feasibility study of the needs of the labor markets globally, Arab, and locally, which casts doubts about the feasibility of the unstudied expansion in university education. Hence, the importance of this study appears to reveal the reality of the secondary school result 2022 and the trends and indicators of university admission to university education. In addition to this, the study seeks to answer a broad question. Where is Egyptian university education heading, does it support class, for example? Is it education for the elite and another for the poor? Is it based on a specific philosophy, and what? Is the state gradually abandoning support for education in general and higher education in particular.
{"title":"A Reflective reading of the general secondary school 2022 results and the indicators of admission to Egyptian universities","authors":"M. Ghanaiem","doi":"10.29009/ijres.5.4.1","DOIUrl":"https://doi.org/10.29009/ijres.5.4.1","url":null,"abstract":"High school is an important transitional stage in the life of the student and his family together, as it charts the course of the student's professional life when he graduates from the university or from higher education institutions. Because of the importance of the high school, efforts are exerted by all segments of society, students, parents, teachers, administrators, examination, and control committees, and ... etc. There is no doubt that these efforts are financially and morally costly, especially since the high school system has been unstable in recent years. It often changes with the change of the minister, once the portfolio system, and once the tablet system, and finally the Babylon chit system and perhaps other systems will come in the future. The state has expanded the number of universities with their three types: governmental, private, and private, and this may be in pursuit of future plans and a feasibility study of the needs of the labor markets globally, Arab, and locally, which casts doubts about the feasibility of the unstudied expansion in university education. Hence, the importance of this study appears to reveal the reality of the secondary school result 2022 and the trends and indicators of university admission to university education. In addition to this, the study seeks to answer a broad question. Where is Egyptian university education heading, does it support class, for example? Is it education for the elite and another for the poor? Is it based on a specific philosophy, and what? Is the state gradually abandoning support for education in general and higher education in particular.","PeriodicalId":311769,"journal":{"name":"International Journal of research in Educational Sciences","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130079583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Content and Language Integrated Learning (CLIL) is a curriculum in which the learner learns both a subject and a second language at the same time. For example, a science course can be taught to learners in Arabic. Hence, in this case they will not only learn about science but will also acquire relevant vocabulary and language skills. The problem can be identified in how lessons and units are organized to integrate the content of the lesson with the language. Language helps in transmitting, understanding, and employing information related to the content in receiving or producing the language. To integrate language, content, and culture, it is possible to go in two consecutive or parallel directions: First: Developing a single lesson Other: Developing a unit in one academic field A group of strategies can be used to make language, culture and content an integrated concept, including : Select the educational materials based on the previous knowledge of learners. - Prepare learners for interpretation by arousing their interest about the topic of the lesson - introduce vocabulary and basic concepts to learners before they interact with the material. - Make predictions and provide non-linguistic support for meaning. Also, working with texts several times using different interpretive tasks that focus the attention of learners on language, culture, or content.
{"title":"Content and Language Integration: An entrance for Developing Programs of Learning Arabic to Nonnative speakers","authors":"Mahmoud F. Suleiman","doi":"10.29009/ijres.5.4.2","DOIUrl":"https://doi.org/10.29009/ijres.5.4.2","url":null,"abstract":"Content and Language Integrated Learning (CLIL) is a curriculum in which the learner learns both a subject and a second language at the same time. For example, a science course can be taught to learners in Arabic. Hence, in this case they will not only learn about science but will also acquire relevant vocabulary and language skills. The problem can be identified in how lessons and units are organized to integrate the content of the lesson with the language. Language helps in transmitting, understanding, and employing information related to the content in receiving or producing the language. To integrate language, content, and culture, it is possible to go in two consecutive or parallel directions: First: Developing a single lesson Other: Developing a unit in one academic field A group of strategies can be used to make language, culture and content an integrated concept, including : Select the educational materials based on the previous knowledge of learners. - Prepare learners for interpretation by arousing their interest about the topic of the lesson - introduce vocabulary and basic concepts to learners before they interact with the material. - Make predictions and provide non-linguistic support for meaning. Also, working with texts several times using different interpretive tasks that focus the attention of learners on language, culture, or content.","PeriodicalId":311769,"journal":{"name":"International Journal of research in Educational Sciences","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127552311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aimed at identifing The relative contribution of cognitive load and it’s dimentions in predicting cognitive failure among sample of university students and to reveal the significance of the differences in cognitive load and cognitive failure according two variables (type and specialization). The study sample was 557 university students (mean age22.8,sd.1.33), consisted of (59 ) male and(498) female students teachers at the Faculty of Education, Menoufia University on whome cognitive load and cognitive failure measures were applied as prepared by the current study. The results showed that there is a statistically significant correlation between the students' scores in cognitive failure and each of the cognitive load as dimensions and as a total degree. The results also found: The internal cognitive load and germane load can predict the cognitive failure of university students, where the beta value reached the level of statistical significance at the level of 0.05. The external cognitive load did not reach the level of statistical significance in its ability to predict cognitive failure among university students. By adding the internal and external cognitive load in one degree and re-predicting again, the results showed that the value of beta -0.586 has reached the level of statistical significance at 0.05. There are no statistically significant differences between males and females in cognitive load and cognitive failure according two variables (gender and specialization).
{"title":"The relative contribution of cognitive load and it’s dimensions in predicting cognitive failure among university students","authors":"A. Shoeib, Hind raslan","doi":"10.29009/ijres.5.4.4","DOIUrl":"https://doi.org/10.29009/ijres.5.4.4","url":null,"abstract":"The present study aimed at identifing The relative contribution of cognitive load and it’s dimentions in predicting cognitive failure among sample of university students and to reveal the significance of the differences in cognitive load and cognitive failure according two variables (type and specialization). The study sample was 557 university students (mean age22.8,sd.1.33), consisted of (59 ) male and(498) female students teachers at the Faculty of Education, Menoufia University on whome cognitive load and cognitive failure measures were applied as prepared by the current study. The results showed that there is a statistically significant correlation between the students' scores in cognitive failure and each of the cognitive load as dimensions and as a total degree. The results also found: The internal cognitive load and germane load can predict the cognitive failure of university students, where the beta value reached the level of statistical significance at the level of 0.05. The external cognitive load did not reach the level of statistical significance in its ability to predict cognitive failure among university students. By adding the internal and external cognitive load in one degree and re-predicting again, the results showed that the value of beta -0.586 has reached the level of statistical significance at 0.05. There are no statistically significant differences between males and females in cognitive load and cognitive failure according two variables (gender and specialization).","PeriodicalId":311769,"journal":{"name":"International Journal of research in Educational Sciences","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121797738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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