تربية - دكتوراة
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Item دور مراكز تكنولوجيا التعليم في تقويم وتطوير التعليم المفتوح(جامعة النيلين, 2005) أحمد هاشم خليفةAbstract Research's Title: (Role of Centres of Learning Technology in Evaluation and Development of Open Learning). The research is endeavouring to identify what are the centres of learning technology, its significance and key role in facing up modern changes in field of learning, notably, in backing and upholding open learning. This comes at the top of the priorities of supporting this system with scientific researches which address the problems that encompass this system of learning in the present and the future. The research reviewed serviced and functions done by such centres, for instance, designing, production, providing different learning sources, continuous qualification and training and the key role of these centres is the ongoing development which based on continuous evaluation for all elements of the learning system, provision of comprehensive quality standards and to depend on open learning in this era (globalization era). As Sudan has recently" focused on distant learning and open learning, the knowledge of these systems is very limited and these new experiences require more scientific researches and studies that seek success factors and signal warning to places of weakness and failure through considering world experiences, advanced experiences and complete scientific studies in a way that find bases to these scientific rules and that was the overall goal of this research. The research reached to the outcome of the existence or non- existence of the centres of learning technology, particularly, in open learning and distant learning institutions and higher and general learning in general. The researcher followed the descriptive method in following up and studying prominent experiences in this regard and to prove the research's main axises. He selected a sample of university professors and holders of higher certificates in Khartoum State in the field of education in particular. Among the most significant results that the research concluded was non-existence of centres of learning technology in learning institution in Sudan in the limits of the research. Such centres are deemed a fundamental basic for open and distant learning. Based on what mentioned above, the researcher recommended the necessity of cooperation between universities in order to create centres for learning technology. Among his proposals, the researcher recommended conducting more researches on the role of these centres in advancing higher education and open learning to keep up with the current level of learning.Item أهمية تكنولوجيا التعليم ودورها في إحداث تعليم وتنمية في الجتمعات الرعوية دراسة ميدانية بولايتي القضارف والنيل الابيض(جامعة النيلين, 2008-08) أسمهان الزبير الطيب محمدAbstract The main objective of this study is to know the importance of technology role of establishing, education, development and peace for pastoralist, field study in White Nile and Gedarif States. Main objectives:- Specifically the study aimed to: 1- Addressing the role of technology in improvement of education, realization of sustainable development and peace in the areas of pastoralist. 2- Know the impact of technology on minimizing student dropout from education. 3- Put empathizes on providing solar energy technology and its role on continuous education and sustainable development. The researcher used descriptive approach to describe technology and technological tools that facilitate developmental and educational processes in pastoralist areas. Moreover, the researcher used the required research tools to obtain information and data, namely the questionnaire, from male and female teachers, specialist, graduates as well as personal interviews with experts and managers in addition to direct observation in the study area. A random sample out of male and female teachers from both settled and nomadic areas, who working in different stage of school education was selected. The total sample consisted of 100 individuals (50 from Gedarif State: 17 male and female teachers, and 33 specialists and other graduates; 50 from White Nile State, 33 male and female teachers working in settled, semi-nomad and nomad schools and 17 specialists and other graduates. Additional sample for interviews, was selected including 30 experts and managers of different field (nomad education, UNICEF, UNISCO, State Mister, NGOs from different, Pastoralist Unions) in Gedarif States and White Nile. ' ‘ The researcher analyzed the primary data through Statistical Packages for Social Sciences (SPSS) using frequencies, percentages, means and standard deviation. In addition the researcher applied reliability and consistency tests to examine the responses of the studied group and know the significance of these responses. T-test was used to know statistical differences between the responses of teachers, experts and graduates. Results The study came with the following findings: . . 1- The current educational system in the areas of nomad and settled populations in White Nile and Gedarif State contributes effectively in the eradication of technical and alphabet illiteracy (98%), sustainable development, raising enviromnental and health awareness, enhancing peace culture and knowledge in pastoralist communities. 2- Results showed that those teacher who received university degress represent“ high percent, which indicates higher academic level of nomadic teachers in pastoralist areas, so they perform their duties properly. Recommendations: The most important recommendations are: 1- Obligatory education for nomad particularly the age group (6 — 14 years) should be emphasized as it recommended by Educational Policy Conference. 2- Orientation of remote, open and programmed education. 3- Modemized methods and techniques should be used to plan for literacy classes, adult education for both sexes, in addition to create the links between vocational training and the needs and interests of A the different illiterates and literate individuals. Use and get benefits of solar energy may enhance the use computer auditory, visual and illustrative means in education of local population in the study areas. i 4- Conduction of specialized training courses about exploitation and production of solar energy in educational means targeting teachers and directors in nomadic areas so as to tract students. Suggestions: The researcher suggested further researches and studies in the same area with full details. l. Studies for the development of advanced tectmology aids more comprehensive help in the education of pastoral and community development wider than it is now with the inclusion of solar energy technology in educational curricula and research. 2. Studies and research on how to address the reasons for abstinence education and drop out of school pastoral "boys and girls.Item مدى فاعلية استخدام أسلوب التصميم التعليمي واثرة على تحصيل طالب المرحلة الثانوية في السودان(جامعة النيلين, 2006) يس بابكر أحمد فضل اللهAbstract The subject: The Extent of the Effectiveness of using the Instructional Design method, and its Effect on the Secondary school student’s subjects acquisition. The research aimed at answering the following questions: l. What is the extent of the effectiveness of the instructional design method, and does it help to increase the student’s acquisition? 2. Are there any differences with statistical significance at the significance level of (0.05) owing to the before and after tests of the members of the two samples ofthe study? 3. Are there any positive results of the instructional design method. and has it anything to do with the increase of the student’s acquisition? 4. Are there any obstacles to using the instructional design method in the secondary school? 5. Is it true that all educational lessons need this method? 6. What is the role of the educational administrations in qualifying and training the teacher to use the instructional design method? 7. There are no differences with statistical significance between the _ gender male and female students. To achieve the research aims, the researcher dealt with: 1. a. The descriptive method which takes the phenomenon as it is in the field. b. The empirical method to find out whether the designed unit was effective. c. The analytical method to analyses the data in order to prove the results. ‘ 2. a. A tool, which was a leaming unit designed in such a method. b. A questionare of 20 items to find out the student’s opinions about the experimental designed unit. ' c. A questionare of 30 items to find out the opinions of male and female mathematics teachers about the designed unit. d. The before and afler tests of the adjusting and experimental groups. 3. a. A random adjusting sample of 92 male and female students of equal number from two schools. b. A random experimental group of 92 male and female students of equal number from two schools. c. A random sample of 30 male and female mathematics teachers of the sample schools and of educational administrations. 4) The research tools were adjusted and tested to ensure their validity and reliability. I 5) To reach the research results, the researcher dealt with various statistical methods according to (SPSS) social sciences programme. The researcher has drawn the following conclusion: ‘ 1) The instructional design method is effective in students’ learning and has a positive relationship with acquisition increase. 2) a. There are no differences with statistical significance at the significance 'level of (0.05) for both, the adjusting and experimental groups in the before test. b. There are differences with statistical significance at the level of (0.05) for the experimental group in the after test. 3) There are positive effects of the instructional design method, and it helps and adds to students. 4) There are obstacles to the use of the instructional design method in secondary schools. 5) The study has proved that all lessons need the instructional design method. 6) The educational authorities do not encourage this method.Item فاعلية إستخدام الحاسب الآلي كوسيلة إختبار(جامعة النيلين, 2005) نازك نمر سليمان سعدالمستخلص باللغة العربية: تهدف هذه الدراسة ل: دراسة مستوى أداء الختبار التحصيلى وعلقته بكونه مبرمجا على الحاسب اللي /1 . مقارنة بإختبار الورقة والقلم مقارنة الزمن المستغرق في إجابة الختبار التحصيلى المبرمج على الحاسب اللي مع /2 . زمن إجابته كإختبار ورقة وقلم مقارنة مستوى الداء في الختبار التحصيلى المبرمج على الحاسب اللي مع معرفة /3 . النتيجة بأداءه بدون معرفة النتيجة مقارنة الزمن المستغرق في إجابة الختبار التحصيلى المبرمج على الحاسب اللي مع /4 . معرفة النتيجة مع الزمن المستغرق في أدائه بدون معرفة النتيجة التي أدت الختبار مبرمجا ( X1 (معرفة آراء ووجهات نظر المجموعة التجريبية الولى /5 على الحاسب . اللي مع معرفة النتيجة في الموقف الختبارى الجديد معرفة أراء بعض أساتذة الجامعات والمعلمين المتمرسين (بمختلف الجنسيات ) في /6 . إمكانية إجراء الختبار التحصيلى بواسطة الحاسب اللي إتبعت الباحثة نهجا تجريبيا خاصا للتحقق من فروض البحث الصفرية ، وذلك بتصميم إختبار تحصيلى وتطبيقه على طالبات في المستوى الجامعى مبرمجا على الحاسب اللي للمجموعة التجريبية والتى كان عدد أفرادها (52 ، (وكإختبار ورقة وقلم للمجموعة الضابطة والتي كان عدد أفرادها (58 ، (كما تم تقسيم المجموعة التجريبية للمجموعتين داخليتين هما : وهى التي أدت الختبارمبرمجا على الحاسب اللي مع معرفة (X1 (المجموعة التجريبية الولى وهى التي أدت ذات الختبار بدون (X2 (النتيجة وكان عددها (27 (والمجموعة التجريبية الثانية معرفة النتيجة وكان عددها (25 ، (كما إتبعت الباحثة النهج الوصفى التحليلى لمعرفة رأى في الموقف الختبارى الجديد ، وكذلك أجرت ( X1(ووجهات نظر المجموعة التجريبية الولى بعض المقابلت مع (9 (من أساتذة الجامعات والمتخصصين والمعلمين المتمرسين لمعرفة . أراءهم في إمكانية تتطبيق الختبار المدرسى على أجهزة الحاسب اللي : وقد كانت نتائج هذه الدراسة كما يلى . لجراء إختبار تحصيلى مبرمجا على الحاسب اللي أثر في تحسن الداء /1 . يستغرق الختبار التحصيلى المبرمج على الحاسب اللي زمنا أقل في أدائه /2 . لمعرفة النتيجة في الختبار المبرمج على الحاسب اللي أثر في تحسن المستوى /3 الختبار المبرمج على الحاسب اللي مع معرفة النتيجة يستغرق زمنا أكثر منه إذا كان /4 بدون معرفة النتيجة اللئى أدين الختبار على الحاسب اللي مع ( X1 (لفراد المجموعة التجريبية الولى /5 . معرفة النتيجة آراء ووجهات نظر إيجابية تجاه الموقف الختبارى الجديد 6 /لبعض أساتذة الجامعات والمعلمين المتمرسين أراء إيجابية محدودة تجاه إستخدام الحاسب اللي في إجراء الختبار التحصيلى . المستخلص باللغة النجليزية: This research aims to : 1- Compare the performance testing level of a computer based test with the same test via paper and pencil . 2- Compare the time spent in the computer based test with the same test via paper and pencil. 3- Compare the performance testing level of a computer based test ( with results ) with the programmed test ( without results). 4- Compare the time spent in answering the questions of the computer based test (recognized results ) with the same test ( without results ) . 5- know the views of the first experimental group (X1) towards testing via computer . 6- know the attitudes of some expert teachers towards using computers in the school achievement tests . The researcher sticked to special experimental method to put the hypothesis of the research in test , she applied an achievement test via computer and tested a number of (52) university students (girls ) as an experimental group ( X ) . she applied the same test and tested a number of (58 ) universty students ( girls ) via paper and pencil as controlled group (N). The researcher also used the analytical descriptive method and handed a questionnaire to a number of (27)from the experimental group(X1) . The researcher interviewed (9) expert teachers and she concluded to the following results : 1- The programmed achivement test via computer has positive effects on the performance testing level . 2- The computer based achievement test takes short time than the one via paper and pencil . 3- Knowing the result in the programmed test has positive effects on the performance testing level . 4- Knowing the result in the programmed achievement test takes long time than neglecting the result) .) 5- The first experimental group (X1) have positive attitudes towards testing via computer . 6-Some of the expert teachers have positive attitudes towards using computer in the school achievement tests .Item فاعلية طريقة التعلم التعاوني باستخدام الحاسوب في تدريس الرياضيات على التحصيل الدراسي لدى طلاب الصف الأول الثانـوي(جامعة النيلين, 2009) خالد عبد الرازق عوض الله النورالمستخلص يهدف هذا البحث إلى قياس فاعلية استخدام طريقة التعلم التعاوني باستخدام الحاسوب في تدريس الرياضيات على التحصيل الدراسي لدى طلاب الصف الأول الثانوي مقارنة باستخدام الطريقة التقليدية،كما يهدف إلى معرفة آراء معلمي الرياضيات واختصاصيِّ التربية بالجامعات السودانية عن مدى مساعدة هذه الطريقة المقترحة في تحقيق أهداف تدريس الرياضيات وكيفية إيجاد الحلول المناسبة للمشكلات التي تعوق ذلك . ولتحقيق هذه الأهداف استخدم الباحث المنهج التجريبي لمقارنة أداء طلاب المجموعة التجريبية التي درست بطريقة التعلم التعاوني باستخدام الحاسوب مع أداء طلاب المجموعة الضابطة والتي درست بالطريقة التقليدية كما استخدم الباحث المنهج الوصفي من خلال تصميم استبانتين حول فاعلية هذه الطريقة . كما تم اختيار عينة عشوائية من طلاب وطالبات الصف الأول الثانوي بمدرستي الشهيد الزبير بنين وثانوية الدوحة بنات ، حيث تم تقسيمهم إلى مجموعتين، مجموعة تجريبية ومجموعة ضابطة ، وبعد الانتهاء من التجربة ، خضعت بعدها مجموعات العينتين لاختبار تحصيلي لقياس تحصيل الطلاب الدراسي ولمعرفة فاعلية هذه الطريقة. ولاختبار صحة الفروض استخدم الباحث اختبار (ت) وتحليل التباين الأحادي وذلك بواسطة البرنامج الإحصائي للعلوم الاجتماعية وأسفر البحث عن عدة نتائج أهمها : 5 - وجود فروق ذات دلالة إحصائية بين متوسطي درجات طلاب المجموعة التجريبية ودرجات طلاب المجموعة الضابطة في الاختبار البعدي وذلك لصالح المجموعة التجريبية والتي درست بطريقة التعلم التعاوني باستخدام الحاسوب. 6 - لا توجد فروق ذات دلالة إحصائية بين متوسطي درجات طلاب المجموعة التجريبية وبين درجات طالبات المجموعة التجريبية في الاختبار البعدي. 7 - استخدام طريقة التعلم التعاوني باستخدام الحاسوب أكثر فاعلية من استخدام الطريقة التقليدية في تحقيق أهداف تدريس مادة الرياضيات كممارسة أساليب التفكير العلمي . 8 - يواجه استخدام طريقة التعلم التعاوني باستخدام الحاسوب الكثير من المشكلات أهمها غياب البيئة الصحية المجهزة وعدم وجود معلم الرياضيات المدرب . 9 - استخدام الطريقة التقليدية في تدريس الرياضيات لدى طلاب الصف الأول الثانوي قد يكون هو السبب الأساسي في تدني مستوى التحصيل الدراسي. وعلى ضوء هذه النتائج فإن الباحث يقدم التوصيات التالية : 4 - زيادة أعداد الطلاب المقيدين بكليات التربية ( قسم الرياضيات ) . 5 - توجيه النظام التعليمي في كليات التربية إلى ضرورة تطوير برامج تدريس الرياضيات من خلال الاهتمام باستخدام تكنولوجيا التعليم وإدراج طرق التدريس المتطورة وعلى رأسها التعلم التعاوني ضمن برامج الإعداد . 6 - الاهتمام ببرامج إعداد وتأهيل معلمي الرياضيات أثناء الخدمة وتدريبهم على استخدام الأساليب المتطورة في التدريس إلكترونياً . 7 - إعادة صياغة المحتوى العلمي لمقررات الرياضيات في المرحلة الثانوية ليتناسب واستخدام أساليب التدريس المتجددة . 8 - ضرورة الاهتمام بتحسين البيئة التعليمية من خلال تزويد المدارس الثانوية بمراكز مصادر التعلم ودعمها بالبرمجيات المناسبة . Abstract This research targets to measure the efficiency of the use of the cooperative learning method, by using the computer in teaching mathematics, on the academic attainments of the first class of the secondary school. In comparison with the traditional method. Also it targets to know the opinions of the teachers of mathematics and the education specialists in the Sudanese Universities about to what extent this proposed method assist in achieving the targets of the mathematics teaching, and how to find appropriate solutions for the problems which hinder that. For the achievement of these targets, the researcher used the scientific empirical methodology for the comparison between the performance of the students sample of the experimental group who were taught by the cooperative learning method, by the usage of the computer, with the performance of the student sample of the controlling group which was taught by the traditional method. Also he used the scientific descriptive methodology, plus the use of two designed questionnaires on the efficiency of this method. Also a random sample from the males and females students of the first class of the secondary schools, from Alshaheed Azabair Secondary School for Boys and Aldawha Secondary School for Girls. Whereas, divided into two groups: The experimental group and The control groups . After the end of the experiment which lasted for (5)weeks some of the groups of the two samples were subjected to a scholastic acquirements test for its measurement and to know the efficiency of this methodology. or the test of the validity of the hypothesis, the researcher used the T-Test, and SPSS, and from The most important results are : (1) There are statistical significant differences between the average degrees of the experimental group and the degrees of the control group to the advantage of the experimental group which was taught by the cooperative learning with the computer usage. (2) There are no statistical significant differences between the average degrees of the experimental group of the male students and the degrees of the females students of the experimental group. (3) The usage of the cooperative learning method via the usage of the computer is more effective than the traditional method in achieving the advantages of teaching the mathematics subject, as the practice of the scientific thinking methods. (4) The usage of the cooperative teaching method with the usage of the computer devise face many problems of which are the inexistence of prepared healthy environment and the inexistence of a trained mathematical teacher. (5) The usage of the traditional method in teaching mathematics in the first class of the secondary schools is the main cause of degradation of the scholastic acquirements level. In the light of the above mentioned reached results the researcher recommends the following: 1 - Increase of the numbers of the registered students in the Faculties of Education (Mathematics Department). 2 - Directing the educational system in the Faculties of Education to develop the mathematics teaching programs via the making use of the education technology and the insertion the advanced teaching methods, on its top the cooperative teaching method, within the preparation programs. 3 - To care for the programs for preparation and habilitation of the mathematics teachers during the service and their training on the usage of advanced methods in teaching electronically. 4 - Reformation of the mathematics courses scientific content at the secondary level to be in harmony with the advanced teaching methods. 5 - It is necessary to care for the improvement of the educational environment via the provision of the secondary schools with learning sources centers and their support with the appropriate software.