تأثير المعرفة المسبقة بالأهداف السلوكية على تحصيل الطلبة الأكاديمي الآني و المؤجل في تدريس التربية الوطنية

Abstract EN

The aim of this study is to explore the effect of prior knowledge of behavioral objectives on the immediate and postponed academic achievement.

The study was conducted on Petra University students in the subject of National Education.

The levels of learning objectives were: recall, understanding and comprehension, and application.

The study sample consisted of 140 male and female students divided into 4 sections that were chosen randomly.

The sample was divided into two groups: the experimental group consisted of 72 male and female students which were provided with behavioral objectives prior to the teaching process and a control group consisted of 68 male and female students which were not provided with behavioral objectives.

For the purpose of achieving the objectives of this study, a list of learning objectives was prepared and a tool for achieving the immediate and postponed academic achievement in the subject of National Education was administered.

The two tools have enjoyed an acceptable validity and reliability ratios.

The results have shown statistically significant differences on the immediate and postponed academic achievement at the levels of recall, understanding and comprehension, and application; and the immediate and postponed academic achievement in general in favor of the experimental group.