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مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The exposure of some students to fail in the school at the secondary school is considered of the most important things that worry educators and psychologists and those in charge of the educational process in our time. And making them wonder why students fail in their academic and despite the multiplicity of factors that constitute reasons probable answer this question. In spite of the multiplicity of factors that constitute reasons probable answer to this question, but declined to talk about the students’ motivation to learn-specially self-academic motivation- as the cause of academic failure of students is an important hub in answering this question. Motivation and confirmed academy students help us understand and interpret their performance in different situations and help the teacher to organize and direct his disciples, which achieves the maximum possible benefits from the educational process (Al-Elwan and El-atie, 706,2010) emphasized that many of the studies such as the study results (Roland,B,2003 And gean,T; Printrich, 2003; Green, 2006;AL HI DIET, 2000;Areepattamanni,2008; Ahmed Shabeeb, 2007; Ghanem,2007) where they emphasized on the necessity of improving self-motivation and activating it for the students because the law level of self-motivation leads to high repetition and dropout rates and a decrease in the enthusiasm of learners.
The problem of the study:-
We can specify the problem of the study in answering the following question: “what is the effectiveness of a training program that based on learning styles in developing self-academic-motivation and its result on the level of ambition for secondary stage students?”
The problem of this study summarizes in the following questions:
(1) Are there significant differences between the arranged average scores of the experimental group and the control group in the self-academic-motivation?
(2) Are there significant differences between the mean scores of the experimental group in the pre and post measurement tests of self-academic-motivation?
(3) Are there significant differences between the average score ranks of the experimental group in the pre measurement test and iterative measurement on the self-academic-motivation scale?
(4) Are there significant differences between the middle ranks of the experimental group and control group on the level of ambition scale?
(5) Are there significant differences between the middle ranks of experimental group and the control group in the pre and post measurement test for the level of ambition scale?
(6) Are there significant differences between the middle ranks of experimental group and the control group in post measurement test and iterative measurement on the level of ambition scale?
The importance of the study:-
The importance of the current study can be summarized in two aspects, the theoretical side and the practical side in the following manner:-
First: - The theoretical importance:-
The study is considered as an aid and a guide for teachers and all those who are interested in the educational process, where there is a dearth of Arabic studies, which dealt with the study of relationship learning styles motivation academic resume.
Second: the practical importance:-
• The study may contribute to the development of self-academic-motivation with high school students.
• Shed light on the role of learning styles in the development of self-motivation.
• Increase the level of ambition for high school students.
• The study of internal motivation to help us understand and interpret their performance in different learning situations.
• Study motivation to help the teacher to guide students to achieve the maximum advantage of educational process.
The aims of the study:-
The aims of the study can be summarized in the following manners.
(1) To know the effectiveness of the proposed program to the development of self-academic-motivation.
(2) Identify the effectiveness of the proposed program in the development of the level of ambition.
(3) Disclosure of the relationship between self-academic motivation and learning styles.
(4) Disclosure of the relationship between self-academic motivation and the level of ambition.
Study approach:-
The study relied on a semi-experimental method which suits the nature of the present study and the design of the control and experimental groups.
The limits of the study:-
• Human limits: the sample of the study consisted of 92 of first grade secondary female students.
• Special limits: high schools for girls in Beni suef.
• Time limits: the second term of school year 2016\2017
The tools of the study:-
The researcher used the following tools:
• Self-academic motivation scale. (Prepared by the researcher)
• The level of ambition scale. (Mowaed And Abd El-Azeem, 2005)
• A training program. (Prepared by the researcher)
The results of the study:-
The present study findings to the following results:
(1) There are significant differences between the arranged average scores of the experimental group and the control group in self-motivation skills.
(2) There are significant differences between the mean scores of the experimental group in the pre and post measurement tests of self-motivation skills.
(3) There is no significant difference between the average score ranks of the experimental group in the pre measurement test and iterative measurement for self-motivation skills.
(4) There are significant differences between the middle ranks of the experimental group and the control group for the level of ambition.
(5) There are significant differences between the middle ranks of the experimental group and the control group in the pre and post measurement test for the level of ambition.
(6) 6.There is no significant difference between the middle ranks of the experimental group and the control group in post measurement test and iterative measurement for the level of ambition skills .