فاعلية التعلم المنظم ذاتيا وفق نموذج (زيمرمان "Zimmerman")‎ في التحصيل و دافعية تعلم الفيزياء لدى طلاب الخامس الإحيائي

Abstract EN

The current research aimed at identifying the effectiveness of self-organized learning according to the Zimmerman's model of achievement and motivation of Physics learning for the fifth preparatory -biology students by verifying the following hypotheses: ( ).

There was no statistically significant difference at ( ) between the average scores of the experimental group, which studied according to the Zimmerman’s model and the control group students’ who studied according to the normal method of achievement in Physics.

( ).

There was no statistically significant difference at ( ) between the average scores of the experimental group, which studied according to the Zimmerman’s model and the control group students’ who studied according the normal method of motivation in Physics.

The study is limited to fifth preparatory students (bio-branch) from Al Zaytoon Preparatory School for Boys, the morning studies, affiliated to the General Directorate of Education at Diwaniya province for the academic years - .Moreover, the study is limited to the study material for the first five chapters of the book of physics for the fifth preparatory students from the bio branch.

The researcher has selected Al Zaytoon Preparatory School for Boys purposefully, whereas the sample of the study were randomly selected from two fifth stage sections out of five sections.

The sample of the study consisted of students, students for the control group who studied according to the normal method of learning, and students for the experimental group, which studied according to the self-organized learning method of Zimmerman’smodel.

The two groups of research (experimental and control groups) were paralleled in a number of variables (age, months, intelligence, previous information test).To achieve the objective of the research, the researcher prepared 80items in the form of multiple-choice test.

In addition, the validity of the test was verified and its strength was calculated.

The researcher also prepared a measure of motivation to learn Physics consisting of ( ) items.

The validity and consistency of the scale has been approved.

The experiment was applied during the first course of the academic year ( - ).

The experiment lasted weeks and three lectures assigned per group (experimental and control groups).The researcher himself taught the experimental and the control groups.

After completing the experiment, the data were processed using T-test method.

The results showed that the students of the experimental group, which studied self-organized learning according to the Zimmerman’s model were superior to the students of the control group that studied the normal method of achievement and motivation with the subject of Physics.

Thus, the null hypothesis has been rejected.

Consequently, the researcher recommended the use of self-organized learning according to the Zimmerman’s model in the teaching of Physics.

The researcher suggested conducting other studies of different stages and subjects to identify the effectiveness of self-organized learning according to Zimmerman’s model with other dependent variables.