اختلاف نمط التدريب وفق نموذج أساليب تدريس "موسكا موستن" وأثره في تنمية بعض مهارات التطريز اليدوي لدى طالبات المرحلة الإعدادية

Abstract EN

The research aimed to study the difference in the style of training according to the “Mosca Mosten” teaching styles model, and its impact on developing some hand embroidery skills among preparatory school students.

to achieve the goal of the research, the experimental curriculum was used for five groups.

the first group trained according to the “imperative style,” and the second trained according to the “training style” the third group is trained according to (the guided discovery style), the fourth group is trained according to (the problem-solving style), and the fifth group is trained according to (the spectrum of mixed teaching styles).

the research tools were applied, namely a cognitive test, and a skill performance observation card for some hand embroidery skills.

the attitude scale toward hand embroidery skills was applied pre-and post-application to the five research groups.

the training was conducted on a group of female preparatory school students with a total number of 60 students.

the results of the research showed that there were statistically significant differences in favor of the post-application in the cognitive test, the observation card, and the attitude scale for the research groups.

the study also resulted in the effectiveness of the training style compared to the imperative style in direct teaching styles in both the cognitive test, the note card, and the attitude scale.

the study also resulted in the effectiveness of the directed discovery style compared to the problem-solving style in the indirect teaching styles in the observation card, and the convergence in the effectiveness of the style.

directed discovery compared to the problem-solving style in indirect teaching styles in both the cognitive test and the attitude scale.

the study also resulted in the effectiveness of the indirect styles compared to the direct styles in the cognitive test, and convergence in the effectiveness of both styles in the observation card and the attitude scale, while the study resulted in on the effectiveness of a spectrum of mixed teaching styles compared to direct and indirect styles in the cognitive test, observation card, and attitude scale.