فاعلية التدريس باستراتيجية التعلم للإتقان M. L. T في تحصيل مادة المناهج و طرائق التدريس و التفكير المنظومي لدى طلبة كلية التربية

Abstract EN

The current research aims to identify (the effectiveness of the M.L.T (Mastery Learning Technology) in the attainment of curricula, teaching methods and systemic thinking among students of the Faculty of Education).

To verify the objectives of the research, the following two null hypotheses were formulated: 1 - There are no statistically significant differences at the level of significance (0.05) between the average scores of students in the experimental group who studied the subject according to the (MLT) and the average scores of the control group students who studied the subject according to the usual method of attainment.

2-There are no statistically significant differences at the level of significance (0.05) between the average scores of students in the experimental group who studied the subject according to the (M.L.T) and the average scores of the control group students who studied the subject according to the usual method of systemic thinking.

The researcher used the experimental design with partial control for both the experimental and control groups, and the research community was defined by the third stage students in the Department of the Holy Quran and Islamic Education - Faculty of Education - of the morning study for the academic year (2018- 2019) of (92) students divided into three classes, and two divisions were chosen randomly by the method., Division (A), represents the experimental group, and Division (B), represents the control group, and their number in each group was (30) male and female students.

The two groups were compared in variables (chronological age, intelligence, test of previous information), and the researcher prepared the necessary research supplies represented by the scientific material, its topics, behavioral goals and the teaching plans of each group.

The researcher prepared the research tools, the first is the summative testing, which consisted of (50) items, and the second tool, the systemic thinking test, which consisted of (20) items.

The researcher conducted the actual application of teaching according to the chosen strategy and she taught the subject to the experimental group according to the MLT learning strategy and to the control group according to the usual method as she is (tutor) one of the teaching staff in the faculty and the concerned department, As the experiment lasted for one academic year and for topics from the curricula subjects and teaching methods prescribed for this stage, the post-application of the attainment test and the systemic thinking for the students of the two groups was carried out.

The results were analyzed using the statistical (SPSS) Program.

Thus, it was concluded that there was a positive effect of the (MLT) Strategy.

The researcher recommended some recommendations, including urging the teaching staff in educational and university institutions not to be satisfied only with one method, but rather the necessity of diversity in the use of modern teaching strategies and educational techniques that emphasize the positive role of the student in the learning process and the development of his thinking.