فاعلية نمطي الدعم الإلكتروني الداخلي و العرضي في تنمية بعض مهارات التصميم التعليمي لدى طلبة كلية التربية بجامعة بيشة

الملخص EN

The study aimed to reveal the effect of using the two types of internal and occasional electronic support on the development of some educational design skills among students of the Faculty of Education at the University of Bisha.

The researcher used the semi-experimental approach, based on the design of the two groups.

The sample of the study consisted of (60) students of the seventh level of the College of Education, and they were divided into three equal groups.

A control group of (20) male and female students were taught the educational content using an educational website without providing any kind of support, and an experimental group (1) numbered (20) male and female students who were taught the educational content using a website with providing internal support, and an experimental group (2) and their number (20) male and female students were taught the educational content to them using a website with occasional support, the study tools were an achievement test and a product observation card.

The results showed that there were statistically significant differences at the level of significant significance (0.05≥α) between the mean scores of the students of the control and experimental groups (1) in the post application of the achievement test and the product note card in favor of the experimental group (1), and the influence factor on the achievement test was (0.537) And on the product note card (0.832), and statistically significant differences at the level of significant significance (0.05≥α) between the mean scores of the students of the control and experimental groups (2) in the post application of the achievement test and the product observation card in favor of the experimental group (2) and the effect factor on the achievement test was (0.281) and on the card Product note (0.787), Also, there are no statistically significant differences at the level of significant significance (α ≤ 0.05) between the mean scores of the students of the experimental groups (1) and the experimental (2) in the post application of the achievement test and the product observation card and the effect factor on the achievement test was (0.076) and on the product note card (0.054).