أثر تطبيقات الهاتف الجوال على أداء المعلم وتنمية دافعية الطلاب في كليات التربية البدنية في الجامعات الليبية
This study attempts to investigate the validity of construct a model of the effectiveness of using of the mobile on the teacher’s role in the education process and to improve the students’ motivation toward learning ,this model relied on the external factor ‘’mobile’’ as an ( independent variable) w...
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| Summary: | This study attempts to investigate the validity of construct a model of the effectiveness of using of the mobile on the teacher’s role in the education process and to improve the students’ motivation toward learning ,this model relied on the external factor ‘’mobile’’ as an ( independent variable) which is represented by its main dimensions (properties, importance, potentials and preparation ) , and internal factor ‘ the development of the students’ motivation towards learning ( dependent variable) which is represented by its main dimension( persistence , communication, participation and achievement). The study also aims to investigate teacher’s role through its main dimensions (planning, execution and assessment) as a mediator variable between the mobile and the development of the motivation of the students towards learning. The researcher used the qualitative approach which is represented in this study by using the confirmatory factor analysis (CFA) in order to make sure that convergent reliability of the variables of the questionnaire of the study then reach to use the SEM-AMOS to examine the hypothesis of the study. The community of the study is represented by the staff of the faculties of physical education in the Libyan universities (N= 1573). The determination of the number of the samples was based on the number of the items of the questionnaire multiplied by 5 therefore the total number of the sample is (88*5 = 440). The number of return forms is 404 forms. The most important outcomes are that the application of the mobiles has a positive impact on the developing the students’ motivation towards learning. The ratio of the direct impact is (0.16) this means that 16% of the students ‘motivation is due to the mobile phone. The impact of teacher’s role also played a crucial role on the developing the students’ motivation towards learning contributed in 0.74. Furthermore, the total impact was 0.79 this result is due to the total sum of the direct path coefficient or the indirect impact of the mobile phone and the students ‘motivation during the existence of the teacher in the class which is (0.16+0.63). The study also comes up with the results that there is an indirect positive impact of the variable of the mobile phone on the students’ motivation towards learning through teacher in the size of impact exceeded the impact of the direct impact in the ratio 0.63. The study recommends that it is necessary to activate the teacher’s role in the education process and looking at the teacher as a communicative effective means that enhance the level of students’ motivation and provide them with the skills of dealing with the techniques and applications of mobile phone and designing the software that enable students to apply in the class. The study recommends also conducting future studies on the obstacles of using the mobile phone in the same environment of the current study. |
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