الفهرس 
الفصل الأول: مدخل البحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Learning is an imperative because of its importance in daily life, especially for our children who are the pleasures of our lords and today’s children are the youth of tomorrow, the builders of the future and the hands of the nation. Therefore, it is necessary to initiate a deep concern to bring up a generation marked by self-confidence, and able to communicate with other nations and interact with them. This is only through individuals, who have received a reasonable amount of education, and there are no students with an equal amount of ability, but there are individual differences that distinguish each from the other.
There are multiple categories within the educational process that face problems during learning that sometimes prevent them from keeping up with the educational process, and among these categories are slow learners. These children are distinguished by the fact that their growth rates are less in progress in relation to the average rate of the ordinary, especially in cognitive aspects, such as deductive thinking and imagination, and these students suffer from slow learning for one reason or another, whether educational, psychological, social, and health, which lead to many problems in the classroom because of their sense of failure and its reflection on their relationships with their colleagues and socially unacceptable behaviors, such as aggression, or escape from school; thus, his / her weak ability to concentrate and the effect of this on his / her academic achievement (Nabil Abdel-Hadi, Omer Nasralah, Samair Shaqur, 2001, 65).
Mind theory is an inference that enables the individual to understand the behavior and actions of others, and the theory of mind depends on foundations in the application of the program, which is continuous attention, focus and role-playing in the school environment, and strong communication with parents within the family, and despite the novelty of the theory of mind it has a prominent role in developing a new vision in developing the social, psychological, and behavioral skills among people with developmental and intellectual disabilities, and perhaps what distinguishes them is that they possess the appropriate tools to bring about development in all fields among human beings, and they are a reinforcement of other theories, and a factor influencing the creation and finding solutions to the research problem, which is represented In the following:
Research problem:
The existence of slow learners in any society is a cause for concern for every family in terms of the consequences of this phenomenon,. problems, whether social or educational.
The phenomenon of slow learning worries the parents, teachers, and students themselves because it is a multi-faceted problem psychologically, socially, educationally, or healthily, especially in basic education, especially since this stage is one of the most important educational stages, because it is the basis of the educational process, and because the diagnosis of students is carried out at this stage, and this stage shows the cognitive aspects of advanced, or late students, such as imagination and deductive thinking in general among students, and especially among students with slow learning (Ibrahim Al-Khatib, 2002, 9(.
In light of the foregoing, the matter requires the need to address this problem by setting strategies based on theoretical and practical bases and trying to develop frameworks and foundations for developing solutions to these problems. Based on the foregoing, the problem of the study crystallizes in the following question:
What is the effectiveness of a training program based on mind theory for improving imagination and deductive thinking among slow learners?
Significance of the Research
It is possible to recognize the slow-learning child by looking at him / her; that the vision is insufficient or unscientific to consider the depths of the human personality and its knowledge, and perhaps clear examples from history tell us the opposite, a lot of teachers and educators mistook this, and perhaps what the teachers of the two worlds believed (Addison And Newton) have the best evidence for that, and this prompts us to learn from the mistake made by others that we do not rush to judge people just by seeing them, and this, in turn, leads us to reflect and deliberate in trying to search for the nature of slow learners in addition to the important role of the teacher there is another role, which is not less important, i.e. the family role in the student’s public life and educational life in particular.
The significance of research is evident in the following: -
- It seeks to provide a training program in improving imagination and thinking in slow learning in the light of mind theory.
- It contributes to improving deductive thinking for slow learners and trying to adapt to its educational environment.
- The slow learners’ need for programs that provide him with attention and prepare for his educational life in achieving the desired goals he has on the personal and societal level and helps him to integrate into the community and interact with him, and to agree with his teachers and schoolmates, and to adapt to his family at home.
- This study contributes to helping parents and workers in the field of education to deal and interact well with slow learners in general, which contributes to reducing the effects of slow learning.
- The scarcity of studies that touched on this topic in the Arab environment within the limits of the researcher’s knowledge.
Based on the above, the problem of the study is crystallized in the following question:
How effective is a training program based on mind theory to improve imagination and deductive thinking among slow learners?
Research Settings:
This study is limited to the following limits:
Time limits: The program was implemented in a period of three months;
Spatial limits: The research was conducted in Diwan Al-Maaref and Al-Ahsa Private Schools in the Egyptian track;
Human limits: The research was conducted and the program was applied to a sample of 20 slow-learning students in the third primary class, and the students were divided into two groups: the experimental group (10 pupils) and the controlling group (10 pupils).
Research Methodology
The experimental method was used: the group system (experimental, and controlling) where the experimental group was taught using the theory of reason, and the control group was not addressed;
Research Tools
The researcher used several tools in applying the program in this study, which are represented in the following:
- Imagination scale which is the researcher’s work;
- The deductive thinking scale which is the researcher’s work;
- The training program which is the researcher’s work;
Research Hypotheses:
This research attempted to verify the validity of the following hypotheses:
1. Are there statistically significant differences between the mean scores of students of the experimental group on the scale of imagination in the pre- and post-measurements to apply the program in favor of post-measurement?
2. Are there statistically significant differences between the mean grades of the pupils of the experimental and control groups on the scale of imagination in the post-measurement for the application of the program, in favor of the experimental group?
3. Are there statistically significant differences between the mean scores of the experimental group students’ scores on the deductive thinking scale in the pre- and post-measurements to apply the program in favor of the post-measurement?
4. Are there statistically significant differences between the mean scores of students ’degrees in the experimental and control groups on the deductive thinking scale in the dimensional measurement of the application of the program, in favor of the experimental group?
5. Are there statistically significant differences between the mean scores of students of the experimental group on the scale of imagination in the two dimensional and the follow-up measurements of the application of the program in favor of the post-measurement?
6. Are there statistically significant differences between the mean scores for the experimental group pupils’ scores on the deductive thinking scale in the two dimensional and the follow-up measurements of the program application in favor of the post-measurement?
Research Procedures:
To answer the study’s questions and to test the validity of the hypotheses, the current study was conducted according to the following steps:
- Understanding the previous educational literature and writings related to the variables of the study in order to benefit from it in preparing the theoretical framework of the study and its application;
- Testing selected reading topics, and formulating them according to the theory of the mind in the form of presenting each reading topic in the manner of stories. The topics include worksheets for each topic;
- Preparation of tests for imagination and deductive reasoning;
- Examination of imagination and deductive thinking was presented to a group of arbitrators.
- Making the required amendments in light of the opinions of the arbitrators.
- Applying the imaginative and deductive thinking tests to the exploratory group to calculate the validity and reliability of both the imaginative and deductive experiments, and the ease and difficulty coefficients;
- selecting the sample of the research from the third primary school students from slow learners, selected from two schools.
- The pre-application of imaginative and deductive tests to the experimental and control groups;
- The application of the study experience, in which the experimental group was taught with the theory of mind;
- Post-application of imaginative and deductive reasoning experiments in both experimental and control groups;
- Conducting statistical treatment, then reaching the results and discussing their interpretation;
- Providing recommendations and suggestions;
Research Findings:
The current research reached the following findings:
1- There are statistically significant differences between the mean scores for the experimental group pupils’ scores on the imagination scale in the pre and post measurements for the application of the program in favor of the post measurement;
2- There are statistically significant differences between the mean scores for pupils of the experimental and control groups on the scale of imagination in the post-measurement for the application of the program, in favor of the experimental group;
3- There are statistically significant differences between the mean scores for the experimental group pupils ’scores on the deductive thinking scale in the pre- and post-measurements to apply the program in favor of the post-measurement;
4- There are statistically significant differences between the mean grades of the pupils of the experimental and control groups on the deductive thinking scale in the post- measurement of the application of the program in favor of the experimental group;
5- There are no statistically significant differences between the mean scores of the experimental group students ’scores on the scale of imagination in the two post and consecutive measurements of the application of the program in favor of the post measurement;
6- There are no statistically significant differences between the mean scores for the experimental group students ’scores on the deductive thinking scale in the two post and consecutive measurements of the program application in favor of the post measurement.