العلاقة بين أساليب تصفح المحتوى في نظم إدارة التعلم ومهارات تصميم العروض التفاعلية لدى طلاب المرحلة المتوسطة
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Date
2019
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Publisher
Saudi Digital Library
Abstract
هدفت هذه الدّراسة إلى معرفة العلاقة بين أساليب تصفّح المحتوى في نظم إدارة التعلّم ومهارات تصميم العروض التفاعلية لدى طلاب المرحلة المتوسطة، ولتحقيق هذا الهدف اُستخدم المنهج الوصفي التحليلي والمنهج التجريبي، حيث طُبّقت التجربة على عينة بلغ قوامها (34) طالبًا من طلاب الصف الثاني متوسط في متوسطة الأمير فيصل بن بندر بمحافظة الرس، تُوزّع على ثلاث مجموعات تجريبية بطريقة عشوائية، وقد اعتمدت الدّراسة على الأدوات الآتية:
- اختبار تحصيلي، وذلك لقياس المعارف المرتبطة بمهارات تصميم العروض التفاعليّة لطلاب
Description
The aim of this study is to find out the relationship between content browsing methods in learning management systems and the skills of designing interactive presentations among middle school students. To achieve this goal, the analytical descriptive approach and the experimental curriculum were used. The experiment was applied to a sample of 34 students, in the second grade from Prince Faisal bin Bandar school in Alrass city, distributed to three experimental groups in a random manner. The study relied on the following tools: - An Achievement Test to measure the knowledge associated with the skills of designing interactive presentations for intermediate school students (prepared by the researcher). - A Product Assessment Checklist to measure aspects of the design skills of interactive presentations for intermediate school students (prepared by the researcher). The study reached the following results: 1. There are statistically significant differences at the (0.05>a) level of significance between the average scores of students in the Knowledge Achievement Test (pre / post) due to the impact of learning management systems in favor of students' scores in the Knowledge Achievement Test. 2. There are statistically significant differences at the (0.05>a) level of significance between the average scores of students in the Product Evaluation Test (pre / post) due to the impact of learning management systems in favor of the students' scores in Product Evaluation Pre-Test. 3. There are no statistically significant differences at the (0.05>a) level of significance between the average scores of the students of the experimental groups in the Knowledge Achievement Test of interactive design skills due to the basic effect of the content ح browsing methods (pop-ups / frames / offset) in the learning management systems. 4. There are no statistically significant differences at the (0.05>a) level of significance between the average score of the students of the experimental groups in the Performance Product Evaluation Checklist for interactive design skills due to the basic impact of the content browsing methods (pop-ups / frames / offset) in learning management systems.