النموذج البنائي للعلاقات بين التحصيل الدراسي و التقويم البنائي من وجهة نظر المعلمات و التوجهات الدافعية لدى طالبات الصف العاشر الأساسي بغزة

الملخص EN

The current study aimed at identifying the best structural model for the relationship between the academic achievement and the structural evaluation from female teachers' perspective, and the motivational trends among the 10th.

grade students in Gaza.

The sample of the study consisted of (489) 10th.

grade female teachers in the directorates of Khan Younis, East Khan Younis and Rafah, and the 10th.

grade female students in governmental schools of the Ministry of Education in Khan Younis and Rafah governorates for the scholastic year (2019-2020) numbered (2337) female student.

The study sample was chosen by random stratified method, and the number of the sample reached (200) teachers from the tenth grade, and (296) students from the 10th.

grade.

The structural evaluation scale was applied to female teachers prepared by the two researchers, and the motivational trends scale in learning was prepared by Zainab Abdel-Alim Badawi (2014), and the psychometric properties of the two scales were calculated for validity and reliability.

Academic achievement was determined by the total number of grades obtained by the 10th.

grade students in school achievement tests in all academic subjects at the end of the first semester 2019-2020.

The study reached the following results: the existence of a positive, direct, and total effect, statistically significant of the teachers' use of structural evaluation activities on the motivational trends of learning on the students, and the existence of a positive direct, indirect and total effect, statistically significant of the teachers' use of structural evaluation activities on the academic achievement of the students, as well as the existence of a positive direct and total effect, statistically significant of the motivational trends in learning on the academic achievement of female students