|
Document Type |
: |
Thesis |
|
Document Title |
: |
Effectiveness of Educational Robotics Projects Based on (Cooperative - Competitive) Learning Patterns on Programming Skills Acquisition and Development of Metacognitive Skills Among Elementary Female School Students فاعلية مشاريع الروبوتات التعليمية القائمة على نمطي التعلم (التعاوني - التنافسي) على إكساب مهارات البرمجة وتنمية مهارات ما وراء المعرفة لدى طالبات المرحلة الابتدائية |
|
Subject |
: |
Faculty of Graduate School of Education |
|
Document Language |
: |
Arabic |
|
Abstract |
: |
This study aimed at investigating the effectiveness of educational robotics projects based on both cooperative and competitive learning patterns on the acquisition and development of programming and metacognitive skills among elementary school female students. The descriptive and quasi-experimental approaches were used in this study. Data collection was carried out by means of an achievement test, an observation card, and a metacognition scale. The sample of the study consisted of (79) sixth grade female students at the second elementary school for girls in Yanbu Industrial City. The participants were distributed into four experimental groups: an experimental group (1) studied using educational robotics projects based on the cooperative learning pattern, and were subject to the pre- and post-administrations of the achievement test and the observation card; an experimental group (2) studied using educational robotics projects based on the cooperative learning pattern, and were subject to the pre- and post-administrations of the metacognition scale; an experimental group (3) studied using educational robotics projects based on the competitive learning pattern, and were subject to the pre- and post-administrations of the achievement test and the observation card; and an experimental group (4) studied using educational robotics projects based on the competitive learning pattern, and were subject to the pre- and post-administrations of the metacognition scale. The results showed that there were statistically significant differences at the level (α ≤ 0.05) of significance between the mean scores of the first and third experimental groups’ students in the post-administration to the programming skills achievement test in favor of the first experimental group. It was also found that there were statistically significant differences at the level (α ≤ 0.05) of significance between the mean scores of the pre- and post-administrations to the programming skills achievement test on the first experimental group’s students in favor of the post-administration, along with statistically significant differences at the level (α ≤ 0.05) of significance between the mean scores of the pre- and post-administrations to the programming skills achievement test on the third experimental group’s students in favor of the post-administration.
Furthermore, the results revealed that there were statistically significant differences at the level (α ≤ 0.05) of significance between the mean scores of the first and third experimental groups’ students in the post-administration to the programming skills observation card in favor of the first experimental group. It was also found that there were statistically significant differences at the level (α ≤ 0.05) of significance between the mean scores of the pre- and post-administrations to the programming skills observation card on the first experimental group’s students in favor of the post-administration, along with statistically significant differences at the level (α ≤ 0.05) of significance between the mean scores of the pre- and post-administrations to the programming skills observation card on the third experimental group’s students in favor of the post-administration.
On the other hand, the results revealed that there was no statistically significant difference at the level (α ≤ 0.05) of significance between the mean scores of the second and fourth experimental groups’ students in the post-administration to the metacognition scale. However, there were statistically significant differences at the level (α ≤ 0.05) of significance between the mean scores of the pre- and post-administrations to the metacognition scale on the second experimental group’s students in favor of the post-administration, and statistically significant differences at the level (α ≤ 0.05) of significance between the mean scores of the pre- and post-administrations to the metacognition scale on the fourth experimental group’s students in favor of the post-administration. In light of these results, the study recommended the adoption of educational robotics projects with for the acquisition and development of programming and metacognitive skills among elementary school female students. |
|
Supervisor |
: |
Dr. Fadwa Felemban |
|
Thesis Type |
: |
Doctorate Thesis |
|
Publishing Year |
: |
1444 AH
2023 AD |
|
Added Date |
: |
Friday, May 5, 2023 |
|
Researchers
| سمر احمد الحجيلي | Al-Hujaily, Samar Ahmed | Researcher | Doctorate | |
|