The effectiveness of three models ((Gest _, Trajest_, Eddie and Shire)) in achieving geography subjects for fourth literary students
DOI:
https://doi.org/10.61841/fwgfg365Keywords:
spss, Trajest model, Fakronbach equationAbstract
The current study is clear from the knowledge of the effectiveness of three teaching models (Guest), (Trajest) and (Structural Learning) in achieving geography for fourth literary students, by verifying the validity of the following zero hypothesis ((There is no statistically significant difference when Level (0,05) between the average scores of students of the three experimental groups, the first experimental group that studies the course of geographic foundations and their techniques in the (GST) model, the second experimental group that studies with the Trajest model, and the third experimental group that studies the same subject with the (constructive learning) model in the achievement test Al-Baaddi)) Heading for the fourth literary students in the Directorate of Education in the province of Baghdad, the second Rusafa for the academic year 2018/2019, by teaching the first, second and third semester of geographic foundations and their techniques, the study sample reached (69) students distributed over three divisions of three experimental groups, the researchers followed the research method The experimental tool was the study of the post-achievement test, whose paragraphs were prepared from a multiple choice type and reached (40) test items after the validity of the tool was extracted by the experts and the stability of the tool in the Fakronbach equation. The statistical package for social sciences (spss) was used to extract the results For the study, the results of the current study showed that the three teaching models are effective in increasing the level of academic achievement compared to their academic achievement before conducting the experiment, and that these three teaching models help fourth literary students reach themselves to levels of knowledge, understanding, and application, as well as levels of analysis, composition, and evaluation, and in In light of the results of the current study, the researchers recommend adopting modern teaching models, especially the GST model, the Trajest model, and the constructive learning model in teaching subjects of geographic foundations and their techniques in fourth-grade literary students, and informing teachers of a Use geography and its techniques on the steps of these teaching models to use when teaching their subjects.
Downloads
References
1. Abu Saidi, Abdullah bin Khamis and Suleiman bin Muhammad Al Balushi (2009): “Methods of Teaching Sciences”, 1st floor, Dar Al Masirah, Amman.
2. Adey, P., & Shayer, M. (1994): Really Raising Standards cognitive interventio academic achievement. London: Routledgen.
3. Adey, P., Robertson, A., & Venville, G. (2002): Effects of a cognitive stimulation program on Year 1 pupils. British Journal of Educational Psychology, 72, 1-25.
4. Allam, Salah Al-Din Mahmoud (2007): Educational and psychological tests and standards, 1st floor, Dar Al-Fikr for Publishing and Distribution, Amman, Jordan.
5. Al-Rashaideh, Muhammad Sobeih, (2006): Educational competence to read the map in social studies, 1st floor, Jaffa House, Amman, Jordan
6. Al-Rayyan, Muhammad Hashem (2012): Teaching Strategies for the Development of Thinking, 2nd floor, Dar Hanin, Publishing and Distribution, Amman.
7. Attia, Mohsen Ali (2018): active learning, modern strategies and methods in teaching, first edition, Dar Al-Shorouk for Publishing and Distribution, Amman, Jordan.
8. Jameh, Hasan (2010): Education Design, First Edition, Dar Al-Fikr, Amman, Jordan.
9. Moroccan, Nabil Amin Hassan (2006): The effect of the project to accelerate mental thinking on some cognitive and emotional variables among students of the upper basic stage in Palestine (unpublished doctoral thesis), League of Arab States, the Arab Organization for Education, Science and Culture and Arab Studies, Department of Educational Studies, Cairo .
10. Rhoder, C. (2002): from Theory to practice. mindful reading: strategy training tgat facilitates transfer,
Journla of Adolescent & Adult Litaracy, 45, 498 - 512.
11. Yager, Robert, E. (1991): The Constructivist Learning Model, Science teacher ,.
12. Youssef, Salman Abdul Wahid (2011): Individual Differences in Cognitive Mental Processes, Dar Al-Masirah, Amman, Jordan.
13. Zayer, Saad Ali and others (2014): Contemporary Educational Encyclopedia, 2nd Edition, Nour Al- Hussein Library. For publication and distribution, Baghdad, Iraq
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
