أثر تدريس وحدتي فيزياء من خلال استراتيجية التفكير السابر بالمجموعات الإلكترونية في تنمية دافعية الإنجاز و التحصيل لدى طالبات المرحلة الثانوية

Abstract EN

Mobile learning is a new learning style that has emerged to suit the changing conditions of teaching and learning process that have been affected by the phenomenon of globalization and the technological revolution.

Besides, it is an extension of e-learning and a form of distance learning as it is an integrated educational system that is based on philosophical rules and principles based on educational theories.

Mobile learning depends on providing educational content to learners using interactive communication technologies with the presence of mobile devices everywhere and it is essential for education to keep pace with changes in educational fields.

The present study aimed at verifying the impact of teaching two physics units through the strategy of Prior Thinking through electronic groups via mobile phones in the development of achievement and achievement motivation among first secondary class students.

The sample of the study consisted of (71) students divided into experimental group of (36) students and control one of (35) students.

The researcher developed a scale of motivation of achievement and with a test-telling reference to measure academic achievement and the development of thinking strategy through electronic groups.

The results of the study revealed the effectiveness of the program based on strategy of Prior Thinking on the development of achievement motivation and achievement of students in the experimental group compared with the control group in the telemetry.

The results also revealed the existence of retention among the experimental group students in the achievement motivation between telemetry and tracking.

The study came up with some recommendations including the adoption of electronic groups projects through the Prior Thinking strategy when teaching students physics, and the training of physics teachers on that strategy and its techniques.