أثر تطبيق نموذج كانيه وبرجز في التصميم التعليمي على تحصيل تلاميذ المرحلة الابتدائية في مادة الرياضيات /
Like the rest of the developing countries, the Arab world educational systems face the same issues. Mainly the quality of teaching math are not much different These includes the appropriate blueprint of math content models of teaching math for different levels and different students' stages wea...
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| Format: | Thesis |
| Language: | Arabic |
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| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| 008 | 120420s2011 my i g m 000 0 ara d | ||
| 040 | |a UIAM |b eng |e rda | ||
| 041 | |a ara | ||
| 050 | 0 | 0 | |a LB1028.38 |
| 100 | 1 | |a بستان، وفاء كامل | |
| 242 | 1 | 0 | |a Athar tatbiq namudhaj kaniyah wa barjaz fi al-tasmim al-ta'limi 'ala tahsil talamidh al-marhalah al-ibtida'iyah fi madah al-riyadiyat |
| 245 | 1 | 0 | |a أثر تطبيق نموذج كانيه وبرجز في التصميم التعليمي على تحصيل تلاميذ المرحلة الابتدائية في مادة الرياضيات / |c إعداد، وفاء كامل بستان |
| 264 | 1 | |a Kuala Lumpur : Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia, 2011 | |
| 300 | |a [xi], 159 leaves ; |c 30 cm. | ||
| 336 | |2 rdacontent |a text | ||
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| 338 | |2 rdamedia |a volume | ||
| 338 | |a computer disc |r dacarrier | ||
| 338 | |2 rdacarrier |a online resource | ||
| 347 | |2 rdaft |a text file |b PDF | ||
| 500 | |a Abstracts in English and Arabic. | ||
| 500 | |a "بحث متطلب مقدم لنيل درجة الماجستير في التربية"--On title page. | ||
| 502 | |a Thesis (MED)--International Islamic University Malaysia, 2011. | ||
| 504 | |a Includes bibliographical references (leaves 132-142). | ||
| 520 | |a Like the rest of the developing countries, the Arab world educational systems face the same issues. Mainly the quality of teaching math are not much different These includes the appropriate blueprint of math content models of teaching math for different levels and different students' stages weakness of means and methods to achieve learning quality absence of continuing evaluation in checking the abilities of the students in acquiring The instructional design (ID) is a new approach in educational – psychology which changes the view of learning theories to the theories of learning and instruction These theories emphasize on thinking as the aims of education and curriculum should focus on increasing student's process of knowledge skills and attitudes The ID is a contract between the learners, teachers, time instruction, subject matters and learning environments Therefore ID can be seen, as an engineering way of learning position. math concept rolls and attitudes The goal of this research is to implement the Gagne & Briggs 1992 instruction models in teaching math for primary school students in Saudi-Arabia KL Malaysian schools by using instructional design models .In this experiment 40students were chosen; (20 experimental group and 20 control). Variables such as age, previous knowledge/practice in mathematics, students' father occupations and gender have been considered .The instruction using the nine steps of G&B model which have been taught for 14 weeks. Results shows after using t, test the experiment groups perform significantly better than the control group, and shown more enthusiastic to continues learning math .The research recommended to use the model not only with teaching math but also other primary school subjects, and suggested to develop the experiment design too. | ||
| 596 | |a 1 | ||
| 650 | 0 | 0 | |a Instructional systems |x Design |
| 650 | 0 | 0 | |a Mathematics |x Study and teaching |z Saudi Arabia |
| 655 | 7 | |a Theses, IIUM local | |
| 690 | |a Dissertations, Academic |x Kulliyyah of Education |z IIUM | ||
| 700 | |a Bustan, Wafa' Kamal | ||
| 710 | 2 | |a International Islamic University Malaysia. |b Kulliyyah of Education | |
| 856 | 4 | |u http://studentrepo.iium.edu.my/handle/123456789/9860 |z Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. | |
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