التفاعل بين مستوى تقديم الدعم (الكلي مقابل الجزئي)‎ ببيئة تعلم تشاركي قائمة على الويب و الأسلوب المعرفي (الاندفاع مقابل التروي)‎ و أثره في تنمية التحصيل و الأداء المهاري للبرمجة الكائنية لدى تلاميذ المرحلة الإعدادية

Abstract EN

This research aimed at examining the interaction between scaffolding level via web based collaborative learning environment for problems solving of programming tasks performance and cognitive style and its impact in developing skill's performance level at preparatory stage pupils.

A quasi-experimental 2x2 factorial design was employed.

Independent variables were two levels of scaffolding (holistic vs.

partial) for problems solving of programming tasks performance, and two patterns of cognitive style (impulsive vs.

reflective), dependent variables were developing achievement, andskill's performance level.

The research included two experimental treatments, which were assigned to four groups.

The participants were 76 pupils (males & females) selected from third year, preparatory stage pupils, West Kafr Elsheikh Educational Administration.

Two-way analysis of variance (2-Way ANOVA), and Scheffé's Method post hoc comparisons were used to analyze data.

The results revealed that no significant difference were found among scaffolding level (holistic vs.

partial) for problems solving of programming tasks performance in developing achievement,  and significant difference were in skill's performance level.

Significant difference were found among cognitive style (impulsive vs.

reflective) in developiwng achievement, and skill's performance level.

No significant differences were found among the treatments to the effect of interaction in developing achievement, andskill's performance level among preparatory stage pupils.