أثر تصميم تعليمي-تعلمي وفق أنموذج R.S.Caffarella في التحصيل لدى طلاب الصف الرابع العلمي في مادة الرياضيات

الملخص EN

The aim of the research is to identify the impact of instructional-learning design according to the Rosemary Caffarella model on the achievement of fourth-grade students in mathematics.

To achieve the goal, the following null hypothesis was ةformulated There is no statistically significant difference at the significance level (0.05) between the mean scores of the students of the experimental group that was taught the material according to the instructional-learning design and the students of the control group that taught the same material according to the usual method in the achievement test.

The instructional-learning design was built according to the Rosemary Caffarella model for teaching the experimental group, according to the specific stages: the analysis stage, the design and development stage, the implementation stage, the evaluation stage and the feedback stage.

The research sample consisted of (60) students of the fourth scientific grade in Sheikh Ahmed Al-Waeli Preparatory School of the General Directorate for the Education of Holy Karbala / the Center, for the academic year (2021-2022) AD, and they were distributed into two groups (experimental and control), for each group (30).

) students, and was rewarded in the variables (age in months, previous achievement in mathematics, previous knowledge, and intelligence).

Where the researcher studied both groups of research, after he formulated behavioral objectives for the specific chapters and for the six levels of Bloom’s cognitive levels, as the number of behavioral objectives reached (140) behavioral objectives, and the researcher prepared the research tool (achievement test) that included (30) various paragraphs, and it was verified From honesty and reliability, calculating the difficulty factor, discriminatory power, and the effectiveness of false alternatives to tests.

The experiment was applied in the first semester of the academic year (2021/2022), and at the end of the experiment the achievement test was applied to both research groups and data were collected, and they were analyzed statistically using the Statistical Package for Social Sciences (SPSS), as the t-test was used.

and the equation of the effect size, and the results were as followsة Rejecting the null hypothesis and accepting the alternative hypothesis, which isة There is a statistically significant difference at the significance level (0.05) between the mean scores of the experimental group students who studied according to the instructional-learning design and the scores of the control group students who studied according to the usual method of achievement In light of the research results, the researcher concluded that teaching by instructional learning design according to the R.S.Caffarella model has a positive effect on achievement, and the researcher made a number of recommendations, including: Inviting the faculties of education in Iraqi universities and educational institutions for the qualification and preparation of teachers to include the theoretical and procedural steps of the design In its educational programs for preparing teachers before service, which may raise the positive results when applied during their practice of the profession, the researcher also made some proposals, including conducting a similar research to find out the effect of the (educational - learning) design according to the R.S.

Similar to knowing the (educational - learning) design according to the R.S.

Caffarella model in other dependent variables such as complex thinking, mathematical ability and different types of intelligence, and conducting a comparative study between the (educational - learning) design according to the R.S.

Caffarella model and other educational designs in achievement and for different stages.

Opening words / instructional-learning design, Rosemary Caffarella model, achievement.