تربية - ماجستير
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Item اثر استخدامالتعليم المبرمج في تحصيل وتقبل الطلاب لمادة الرياضيات في الصف الثاني ثانوي(جامعة النيلين, 2005-07) فايزة عثمان مدثرItem اثر استخدام التعليم المبرمج على تحصيل طلبة الصف الثالث الاعدادي في قواعد اللغة العربية(جامعة النيلين, 2011) عفاف عبدالامير منصور الجمريAbstract The aims of this study was to compare between the programmed instruction as a strategy of teaching and the classic strategy in teaching Arabic grammar in terms of:- A) The achievement of third intermediate students in The Kingdom of Bahrain . B) The time required to learn the lesson . The cun‘iculum used in this study was the expremental. The sample was purpositive which consisted of (130) students of third intermediate class( 55) male students distributed on two sections, and( 75) female students distributed on two sections. C) The researcher carried out the following actions in accordance with the chronological order: l - Prepared educational material in its final form. 2 - The population of the study, which are all third preparatory grade students in the Kingdom of Bahrain. 3 - Sample of the study was selected , which consisted of school for boys and a school for females. 4 - Got a (message facilitates the task of researcher from the University of Nilain), provided with a programmed unit booklet to the Ministry of Education, and after studying the application and examination booklet by a committee of specialists in the ministry and make the necessary adjustments the approval letter to apply the study in Schools was given. 5 — The researcher visited schools chosen as a subject to experience. 6 - Spoke with the principals ofthose schools, and teachers and teachers of the Arabic language, for the third preparatory grade in those schools, showed them the objectives of the study, educational material and study tools. 7 - Identified in agreement with the teachers the time in which it will undergo the students in each of those schools for tribal test. 8 - Both male and female schools were selected as equal groups. 9 —The researcher then told the teachers in each school which group will be the experimental and which will undergo the classic strategy. The students in this study were divided into two groups , the first group studied the grammar lesson by the use of programmed instruction technique (experimental group), and the second group studied it by the use of the traditional technique (comparison group). JThe tools of the study consisted of two tests ( pre-test & Post-test) , the validity of the test used were assured by ajury of judges, and reliability of both tests were achieved by using the split-hall'Reliability Method , and the spearman-Brown correction formula. The Coefficients of reliability ofthe Pre-test (0.78) and for the Post-Test was (0.89). Before the beginning of the experiment, the students were given the pre- test to measure the equivalence of the 2 groups (study, comparison) a T- Test for 2 independent samples was used to test for significant differences in the achievement in mathematics in both the study and comparison group at pre-test. Post test data was collected for both the study and comparison groups. A two way analysis ofvarianee on the 2><2 faetional design was used to analyze the data collected and time required to learn the unit. The results of the analysis indicated the following: 1- There were significant differences in achievement (Post-test) between the study group which studied by the use of programmed introduction technique and comparison group which studied by the use of traditional technique in favor of the study group, due to the method of instruction (Programmed method, and traditional method). 2- There were significant differences in time required to learn the grammar lesson between the study group which studied it by the use of Programmed Instruction technique , and comparison group which studied by the use of the traditional technique, in favor of the study group (less time) due to the method of instruction. 3- There were significant difference in achievement (Post-test) between males in study and comparison groups in favor ofthe study. 4- There were significant difference in time required to learn the grammar lesson between females in study and comparison group in favor of the study group. The study recommended that the ministery of education hold training workshops for teachers to acquaint them with Programmed instruction method, the Preparation of these Programmes & methods of evaluation. CItem اثر طريقة التعليم المبرمج علي التحصيل الدراسي في مادة الرياضيات لدي طلاب الصف الثاني الثانوي(جامعة النيلين, 2005) فتحية عوض محمد احمدThis study aimed at knowing the impact of the programmed education , as method for teaching the subject of mathematics , on the increase of a school attainments amongst students . The researcher used the empirical approach , to achieve the objectives of the study . The ( Programmed file method ) was used as a tool for the review of education programmed which contains one study unit in the mathematics syllabus of the second year of secondary education . A second of ( 26 ) students was selected from “ Al—Kalakla segent “ Boys secondary school ; in addition to ( 18 ) female students from “ Al—kalakla segent “ girls model secondary school . When conducting the research , the sample was divided into two equal groups ; one was the experimental group ; and the other was the control group . Both groups studied the ( variances and linear programming ) unit . by two methods . The experimental group studied by the method of programmed education ( the programmed file ) ; while the control group studied by the traditional method , in the same time period ( one hour and a half ) . Both groups were subjected , after studying the unit , to the before and after test § so as to measure the school attainment . After the analysis of the results of the test , and the comparison of the attainment and acquisition of the two groups , the researcher reached the following resultsItem فاعلية التعليم المبرمج في تدريس التوابع من كتاب قواعد النحو لتلاميذ الصف الثامن مرحلة الاساس(جامعة النيلين, 2004) محمد مصطفي الامينItem أثر استخدام التعليم المبرمج في التحصيل الدراسي لدى طلاب مرحلة التعليم الثانوي لمادة التربية الإسلامية(جامعة النيلين, 2018) هند صلاح عباس محمدالمستخلص هدف البحث إلى التعرف على أثر استخدام التعليم المبرمج في التحصيل الدراسي لدى طلاب الصف الأول بمرحلة التعليم الثانوي بمحلية بحري في مقرر التربية الإسلامية، ولتحقيق ذلك اتبعت الباحثة المنهج التجريبي، والمنهج الوصفي، حيث استخدمت برنامجاً تعليمياً، واختبار تحصيلي، والاستبانة كأداتين. تم اختيار عينة البرنامج التعليمي من (52) طالبة من طالبات الصف الأول بمدرسة بحري النموذجية بنات، تم تقسيمهن إلى مجموعتين متساويتين ضابطة وتجريبية، وتم اختيار عينة الاستبانة من 40 معلماً من معلمي ومعلمات مادة التربية الإسلامية بمرحلة التعليم الثانوي بمحلية بحري . تم تدريس البرنامج التعليمي المجموعة الضابطة باستخدام طريقة التدريس التقليدية، بينما تم تدريسه للمجموعة التجريبية باستخدام تقنية التعليم المبرمج. ومن ثم أخضعت المجموعتان لاختبار بعدي موحد. وتم معالجة بيانات الاختبار البعدي والاستبانة بإستخدام برنامج الحزم الإحصائية للعلوم الاجتماعية (SPSS). وتوصلت الباحثة لنتائج أهمها: 1) وجود فروق ذات دلالة إحصائية عند مستوى الدالة (0.05) في التحصيل الدراسي بين متوسطات درجات تحصيل المجموعة التجريبية التي درست بطريقة التعليم المبرمج، ودرجات المجموعة الضابطة التي درست بالطريقة التقليدية في الاختبار البعدي لصالح المجموعة التجريبية. 2) استخدام تقنية التعليم المبرمج له فعالية ايجابية في تدريس مقرر التربية الإسلامية لدى طلاب الصف الأول ثانوي بالمرحلة الثانوية. 3) توجد مشكلات تواجه استخدام تقنية التعليم المبرمج في تدريس التربية الإسلامية لدى طلاب الصف الأول ثانوي بالمرحلة الثانوية. أوصت الباحثة بالآتي: اهتمام وزارة التربية والتعليم باستخدام التعليم المبرمج في المدارس الثانوية، تزويد المدارس بالتقنيات التي تساعد على تطبيق التعليم المبرمج، تكثيف الدورات التدريبية لمعملي ومعلمات مادة التربية الإسلامية في كيفية تطبيق تقنية التعليم المبرمج في تدريس المادة. Abstract The research aimed to know the effectiveness of using the programmed learning, in the study achievement for the first class students , in secondary schools, at (Bahry Locality) in Islamic education subject. To investigate that, the researcher followed experimental and the descriptive method, where she used an instructional program and two achievement tests, and a questionnaire. The instructional program sample consists of (52) students form the first class at (Bahry model secondary school) for girls, which was divided into two equal groups, control and experimental. The sample of the questionnaire consists of (40) teachers of Islamic educations syllabus teaches in secondary school at Bahry locality. The instructional program has been taught for the control group by the use of the traditional teaching method, while it has been taught to experimental group by the use of the programmed instruction technique, then, the two groups sublimated for a pre-test. The pre-test and the questionnaire data were analyzed by the use of the statistical package program for social science (SPSS). The most important result : 1. There was statistical significance at level (0.5) between the experimental group achievement, and the Control group achievement, for the benefit of the experimental group. 2. The use of the programmed instruction technique, has a positive effectiveness in teaches Islamic education syllabus for the first class students at secondary schools. 3. The were Problem which Facing the use of programmed learning technique, in the teaching the Islamic education syllabus at secondary schools. The researcher recommended that: 1. The ministry of education has to focus upon the effectiveness of using the programmed instruction technique at the secondary school. 2. To provide the secondary schools with devices and mateials which help in applying the programmed instruction technique. 3. To condense the training cycles for teacher the Islamic education syllabus at teaches in how to implement the programmed instruction technique .Item التعليم المبرمج في بعض كليات التربية بالخرطوم(2005) آسيا حميدة محمد احمدالمستخلص يهدف هذا البحث إلى توضيح أهمية التعليم المبرمج استخدمت الباحثة المنهج الوصفي التحليلي الذي يقوم على وصف البيانات وتفسيرها. استخدمت الباحثة استبانتين: الاستبانة الأولى: موجهة إلى أفراد يمثلون رؤساء أقسام تدريس في أقسام مختلفة من كلية التربية في جامعتي الخرطوم والسودان للعلوم والتكنولوجيا. ومحاور هذه الاستبانة تدور حول أهمية التعليم المبرمج وكيف يدرس؟!! ومدى مساهمته في دفع العملية التعليمية ومدى صعوبة تطبيقه؟ ومناسبته لذوي الاحتياجات الخاصة.. والاستبانة الثانية: موجهة لمجموعة من طلبة وطالبات نفس الكليتين ومحاورها تدور حول مدى تحمس الطلاب لتقييم التعليم المبرمج وهل سيعمل به مستقبلاً في التدريس؟ وهل يناسب التعليم المبرمج كل المراحل التعليمية؟ وهل يناسب كل المواد؟ وهل يصلح لتعليم الكبار؟ وهل تصميمه بوسيلة غير الآلات والحاسوب؟ وهل يلغي دور المعلم أم يدعمه؟ قدمت الاستبانتين لمجتمع البحث وعينة البحث.. وبتحليل النتائج توصلت الباحثة إلى الآتي: 1. أهمية التعليم المبرمج. 2. التعليم المبرمج يدعم عمل المعلم. 3. التعليم المبرمج يعطي ناتجاً إيجابياً للتعليم. 4. يكون للتعليم المبرمج دوراً مهماً للتعليم في المستقبل. وأوصت الباحثة: 1. ضرورة أن تكون برامج الإعداد بكليات التربية ومراكز تدريب وتأهيل المعلمين مبنياً على أسس سليمة ومتماشية مع الاتجاهات التربوية الحديثة التي تعمل على اكتساب الدارسين والمعلمين الكفاءات والمهارات اللازمة.. 2. دعم كليات التربية في مجال التقنيات التربوية والعمل على توفير ما تحتاجه من أجهزة وأساتذة متخصصون في هذا المجال. الاقتراحات:- 1. تقترح الباحثة أن يتم تعيين المعلمين والمعلمات من كليات التربية. 2. الاهتمام بالتعليم المبرمج وتوفير الكتب والمراجع ذات الصلة به. 3. الاهتمام بالمكتبة المدرسية وتفعيل دورها. Abstract This research aims at drawing the attentions to the importance of the programmed education. The method had been adopted was the analytical descriptive method which is based on data description and interpretation. The researcher used two types of questionnaires: The first one targeted individuals who are the heads of teaching department at the faculty of education, university of Khartoum, and Sudan university for science and technology. This questionnaire focuses on the importance of programmed education and how can be taught? And the range of its contribution on improving the educational process, and how difficulty is its implementation? And does it suit the students of special needs? The second questionnaire targeted a group of students from the faculty of education at the previously mentioned universities and focuses on to what extent do the students enthusiastic to the idea of generalizing the programmed education and using it in teaching in future. Is it suitable for all levels of students, and schools? Is it suitable to be adopted with all kinds of subjects? Is it comply with the adults' education? Can it be designed through other devices that do not include machines or computers? Will it make null and void the teachers role or supports it? After analyzing the results the researcher has come to the followings: 1- The importance of programmed education. 2- The programmed education supports the teacher's role. 3- The programmed education provides the education with positive results. 4- The programmed education will play an important role in coming future. The researcher's recommendations are: 1/ The preparation programs at the faculties of education should have training centers for teachers based on suitable basis and comply with the modern trends of education which help the learners and teachers to acquire the required skills and qualifications. This, in turn, demands the assessment of preparation programs from time to time, and improving them regularly. 2/ Providing the faculties of education with technical educational devices and the well – trained teachers who become specialist at this field of knowledge. The suggestions: The researcher suggests the followings: 1. All the future appointed teachers should be graduates from the faculty of education. 2. Paying more attention to the programmed education and providing it with the related books and references. 3. Paying more attention to school library and activating its role.