Please use this identifier to cite or link to this item: http://archives.univ-biskra.dz/handle/123456789/28842
Full metadata record
DC FieldValueLanguage
dc.contributor.authorمروة_سلامي-
dc.date.accessioned2024-06-24T10:05:45Z-
dc.date.available2024-06-24T10:05:45Z-
dc.date.issued2024-06-
dc.identifier.urihttp://archives.univ-biskra.dz/handle/123456789/28842-
dc.descriptionعلم النفس التربويen_US
dc.description.abstractThe present study aimed to identify the effect of using the proportional justification brainstorming strategy on the learner's educational perceptions and motivational orientation, as well as the degree to which mathematics teachers use the proportional justification brainstorming strategy. The tools were tested on a sample of (35) mathematics teachers from high schools in the city of Biskra and (45) students in the second year of high school Mohamed Mansouri Mashounch, and the basic sample of the study was chosen intentionally and the study tools were applied to it, and consisted of (50) mathematics teachers in high schools in the city of Biskra, and (31)students in the second year of high school mouhmed Grouf. The Pedagogical Perceptions Scale and the Motivational Orientations Scale were applied using a guide developed to conduct lessons in a unit of study using a brainstorming strategy.To achieve the objectives of the study, we relied on the descriptive approach and the quasi-experimental approach for a group with pre- and post-measurement.The following statistical methods were used: arithmetic means, standard deviations, a T-test sample, and the Eta²η square equation to measure the effect size of the brainstorming strategy. The study revealed that : - Mathematics teachers make extensive use of the brainstorming strategy. - There are statistically significant differences at the significance level (0.01) between students' mean scores in the pre- and post-measurement on the (quantitative) educational perceptions scale due to the proportional justification brainstorming strategy in favor of the post-test. - There are statistically significant differences at the significance level (0.01) between students' mean scores at pre- and post-test on the qualitative educational perceptions scale due to the proportional justification brainstorming strategy in favor of the post-test. - There are statistically significant differences at the significance level (0.01) between students' mean pre- and post-test scores on the qualitative educational perceptions scale due to the proportional justification brainstorming strategy in favor of the post-test. - There are statistically significant differences at the significance level (0.01) between students' pre- and post-measurement mean scores on the educational actuality perception scale due to the proportional justification brainstorming strategy in favor of the post-test. - There are statistically significant differences at the significance level (0.01) between students' pre- and post-measure mean scores on the internal motivational orientation scale due to the proportional justification brainstorming strategy in favor of the post-measure. - There are statistically significant differences at the significance level (0.01) between pre- and post-measure students' mean scores on the external motivational orientation scale due to the proportional justification brainstorming strategy in favor of the pre-measure. - There were no statistically significant differences between students' mean scores in the post and follow-up measures on the educational perceptions scale due to the proportional justification brainstorming strategy. - There were no statistically significant differences between students' mean scores in post and follow-up measures on the motivational orientation scale due to the proportional justification brainstorming strategy.en_US
dc.language.isoaren_US
dc.publisherجامعة محمد خيضر بسكرةen_US
dc.subjectbrainstorming strategy, proportional justification, motivational orientation,en_US
dc.subjectpedagogical perceptions, high school students, learner.en_US
dc.titleاستخدام استراتيجية العصف الذهبي في التبرير التناسبي وأثرها على التصورات التعليمية والتوجه الدفعي لدى المتعلمen_US
dc.typeThesisen_US
Appears in Collections:Département des sciences sociales

Files in This Item:
File Description SizeFormat 
مروة_سلامي.pdf13,84 MBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.