أثر اختلاف اسلوب عرض المحتوى و نمط ممارسة الأنشطة ببيئة تعلم الكترونية على التحصيل و الأداء لبعض مهارات الثقافة المعلوماتية لدى طلاب التأهيل التربوي بكلية التربية جامعة الأزهر

الملخص EN

The current research aims to determine the information culture skills that must be acquired by students of educational qualification at the Faculty of Education, Al-Azhar University, the appropriate design of the e-learning environment, the most appropriate method for the presentation of content (total/partial), and for a pattern to practice electronic activities (participatory/individual).

The research adopts Factorial 2 x 2 (2 x 2 Factorial Design), in four different treatments.

The research sample consists of (120) male and female students of majoring in Arabic and Sharia, during the academic year 2021/2022 AD.

This sample is randomly divided into four groups, each group includes (30) Male and female students.

The first constitutes the style of displaying the total content through practicing participatory activities.

The second is concerned with the style of displaying the total content through practicing individual activities.

The third focuses on the style of displaying the partial content through practicing participatory activities.

The fourth presents the style of displaying the partial content through practicing the activities singles.

Two independent research variables are the content presentation style which consists of two styles; total versus partial.

However, activities practice style comprises styles: individual versus participatory.

Dependent variables namely; cognitive achievement and skill performance of information culture skills, research tools, and objective cognitive achievement test in the cognitive aspect, the performance observation card for information culture skills.

The research resulted in the presence of a statistically significant difference at the level of ≤ (0.05) between the average scores of the students of the groups in favor of the (total) content presentation method in the post-measurement of the cognitive achievement test and the performance note card.

Associated with the information culture, there is a statistically significant difference at the level of ≤ (0.05) between the average scores of the group students in favor of the (participatory) activity pattern in the post-measurement on the cognitive achievement test and the performance note card, and there is a statistically significant difference at the level ≤ (0), 05) between the mean scores of the students of the four experimental groups who study the information culture in the manner of the (total) content presentation sequence with the style of practicing (participatory) activities in the e-learning environment in the post-measurement.