الفهرس 
الفصل الأول: مشكلة البحث وأبعادهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
المستخلص:
هدف البحث إلى:تنمية مهارات إدارة الحياة لدى التلاميذ من الجنسين في سن (10 ل 16) سنة، من خلال برنامج في التربية الأسرية/ الاقتصاد المنزلي، قائم على الشراكة الأسرية، في مدارس الأنشطة الصيفية.
وتحقق هذا الهدف من خلال:اعداد قائمة بمهارات إدارة الحياة المرتبطة بتخصص التربية الأسرية/ الاقتصاد المنزلي والأكثر احتياجا لدى التلاميذ من الجنسين في سن 10 ل 16 سنة. وبناء برنامج في التربية الأسرية/ الاقتصاد المنزليقائم على الشراكة الأسرية لتنمية مهارات إدارة الحياة لدى تلاميذ مدارس الأنشطة الصيفية من الجنسين، وبإجراء التجارب البنائية له، ثم التعرف على كل من:فاعلية وجدوىالبرنامج من وجهة نظر عينة البحث ”التلاميذ من الجنسينوأسرهم”، والعلاقة الارتباطية بين درجة التزام كل أسرة بالشراكة الأسرية، ومستوى نمو مهارات إدارة الحياة لدى أبنائها التلاميذ.
وتوصل البحث إلى:وجود فروق دالة إحصائيا عند مستوى (0.05) بين متوسطات الرتب القبلية والبعدية في مقياس مستوى نمو مهارات ادارة الحياة المستهدفة، لكل محور على حدة، وللمقياس ككل، لصالح القياس البعدي. ووجود تأثير قوي جدا بلغت قيمته (1.0) للبرنامج القائم على الشراكة الأسرية في نمو مهارات إدارة الحياة لدى التلاميذ. ووجود فاعلية للبرنامج القائم على الشراكة الأسرية في نمو مهارات إدارة الحياة لدى التلاميذ. ووجود جدوى للبرنامج تخطت نسبة (70)%في كل محور للجدوى، ولجدوى البرنامج ككل. وقد بلغ متوسط حساب النسبة المئوية لمدى جدوى البرنامج(ككل)، في ”الأسر منتظمة الشراكة الأسرية”، من وجهة نظر أولياء الأمور، نسبة (91.4%)،ومن وجهة نظر التلاميذ، نسبة (87.4%)،وفي ”الأسر متقطعة الشراكة الأسرية” من وجهة نظر أولياء الأمور، نسبة (78.9%)، ومن وجهة نظر التلاميذ، نسبة (84.1%). ووجود ارتباط طردي ايجابي، بلغت قيمته (0.7)، بين درجة التزام كل أسرة بأدوارها في الشراكة الأسرية، ومستوى نمو مهارات ادارة الحياة المستهدفة لدى أبنائها.
الكلمات المفتاحية:التربية الأسرية- الاقتصاد المنزلي- الشراكة الأسرية-المشاركة بين الأسرة والمدرسة- مهارات إدارة الحياة- احتياجات المراهقين-متعددي الأعمار-التلاميذ من الجنسين- مدارس الأنشطة الصيفية.
Summary of Research
The growing challenges and developments in contemporary life have given rise to the need to integrate school and family into the educational roles associated with students, meet their educational needs, develop life-management skills needed to properly address the imperatives of daily life in their integrated aspects, and adapt to those developments that affect the lifestyle of individuals and families.This has called for new terms in the educational environment, such as family partnership.
Family partnership with school in family-related life learning processes can be achieved by enabling families to attend learning events, follow up on their children’s learning, exchange educational materials and opinions directly or remotely from their homes, and supervise their children’s performance of life-based applications within the family.
Family Partnership - Based Learning has a positive impact on both students and their families, enhancing the educational experiences of families through their exchange of views and ideas during learning meetings, and the roles of educational families with their children in family everyday life. It also contributes to their knowledge, emotional and social support, which help to improve their performance in all aspects of their lives with their families. The family is the primary social institution for children and it is better to understand and respond to their children’s life needs in a suitable and relevant way to their real life.
Family Education/ Home Economics as curricula and service programs that are relevant - in their various fields - to family life, and among the objectives of their study is the development of life management skills. Learning skills requires learners to perform activities and applications related to them in real life, and through a family partnership, families can follow their children, both sexes, to perform these applications flexibly. This can be provided through summer activity schools, where Family education / Home economics is one of the branches of activity.
Therefore, current research is directed at the development of life-management skills for students of both sexes at the age of 10 to 16, through a family partnership - based program, in summer activity schools.
Identify Research Problem:
The current research problem has been identified in:
- Lack of life-management skills for the students of both sexes in adolescence from 10 to 16 years of age.
-Inadequate Family Education/ Home Economics curricula of general education provided to students only, traditionally taught, with insufficient classes for content learning and meeting the needs of 10- to 16-year-old learners associated with life management skills.
- Need to establish a partnership between family and school, especially in learning (life management skills in Family Education / Home Economics) that requires families to follow and evaluate the performance of their children.
- Weakness of Family Education/ Home Economics programs offered in summer school which are restricted to focus on the preparation of handicrafts, without giving attention to the other fields of specialization in an integrated manner and developing skills needed for students of both sexes in general education stages.
Research Questions:
The main question for searching is:
How can the life management skills of school students in summer activities for family education be developed through family partnership-based learning?
The following sub-questions are outlined below:
1- What life management skills are most needed for students of both sexes at the age of 10 to 16 years associated with Family Education/ Home Economics specialization?
2- What are the procedures of Family Education / Home Economics program based on family partnership to develop life management skills for school student in summer activities?
3- What is the effectiveness of Family Education / Home Economics program based on family partnership in developing Life management skills of school students in summer activities?
4- What are the benefits of Family Education / Home Economics program based on family partnership in summer school activities, from the students’ view point and their parents?
5- What is the correlation between families commitment degree to family partnership and the level of growth of life management through Family Education / Home Economics program based on family partnership in summer activities?
Research Objectives:
Current search targeted:
- Develop life management skills for the students of both sexes in age 10 to 16 through Family Education / Home Economics program based on family partnership in summer activities?
- Identify the effectiveness of program in developing life management skills for the students of both sexes at the age of 10 to 16.
- Identify the usefulness of program from the perspective of sample research (students of both sexes and parents).
- Recognize the relationship between commitment degree of each family partnership and growth level of life management skills to the students.
Importance of Research:
Research results can drive benefits to:
- Families, and students of both sexes in general education stages.
- Family education and Home Economics teachers.
- Curriculum and education system planners.
- Program planners for summer activity schools.
- Researchers interested in education field.
By focusing more on:
- Providing a greater attention to Family Partnership-Based Learning.
- Developing life management skills that learners significantly need.
-Developing programs in summer activity schools for all learners of public education stages.
Research Hypotheses:
1-There is a statistical differences at level (0.05) between Rank averages of pre and post applications to the scale of determining level of life management skills (Rubrics) as a whole, and each axis separately, in favor of the post application. And that achieved after passing through Family Education/ Home Economics program based on family partnership in summer activities.
2- Family Education/ Home Economics program based on family partnership has been effective in developing life management skills for summer school students.
3 - There is a feasibility of Family Education/ Home Economics program based on family partnership in summer school activities, from the view point of (students both sexes and parents), and the average of percentages calculation for the extent of feasibility can reach (60%) in each axis of feasibility, and for program feasibility as a whole.
4-There is a positive correlation between the degree of family commitment partnership and the level of growth for life management skills for their children aged 10-16 after passing through the program provided to them.
Research Curriculum:
In the current research, were followed:
Analytic descriptive curriculum:
This is during the survey and analysis of previous studies and references to extract the philosophy of family partnership based- program for the development of life management skills and setting its foundations.
Quasi-empirical curriculum:
This is during the field experience of family partnership-based program and measuring its effectiveness and usefulness in developing life management skills of students in summer activity schools. This is by comparing the dimensional measurement to the pre-measuring of life management skills, in the same group.
Research Limits:
The current search is restricted to the following limits:
Human limit:
Research Sample that was handled in turn according to the procedures of program preparation, as follows:
- First sample: sample survey was 14 families consisted of (25) students ”of both sexes” aged 10 to 16, and their parents numbered (13) mothers and (2) parents.
- Second sample: Second test sample was (14) families composed of (23) students ”of both sexes” aged 10 to 16, and their parents who numbered (14) mothers.
- Third Sample: the sample is an experience to recognize the effectiveness and feasibility of program, there were (21) families. They were grouped by family partnership degree as follows: a group of families with regular partnership, composed of 14 students ( of both sexes) and their parents of (10) parents. And a group of families with irregular partnership, consists of (6) students and their parents numbered (6) parents.
Place Limit:
- Place of the exploratory experience: ”King Fahd Academy of Languages” School affiliated to West Nasr City Educational Department in Cairo.
- Place of the second experience: ”Al sedeek Official Languages” school affiliated to East Nasr City Educational Administration in Cairo.
- Experience Place to identify the effectiveness and feasibility of research: “Al Shahid Karim Yahya Hilal, Future 16” School, affiliated to East Nasr City Educational Administration in Cairo.
Time Limit:
Application time of filed experience took the following:
- Research exploratory experiment, it took (7) weeks (mid-June to mid-August ,2017).
- Second experiment, it took (5) weeks (from the beginning of July to the middle of August , 2018) .
- Experiment for feasibility and effectiveness of program, took 5 weeks (mid-July to the beginning of September 2019 ).
Objective limit:
Life management skills related to Family Education/Home Economics as curricula and service programs. The key points and axis focus on the six fields of Family Educations as follows: (Childhood and rights affirmation - family and social relations - management of personal and family resources and rationalization of consumption - food and body health - clothing taste and preparation of handicrafts - care of housing), which represent the need for students (both sexes) aged 10-16 years.
Research Tools:
A number of tools have been used (by the researcher) as follows:
- A list of life management skills related to Family Education/ Home Economics, the most needy for the students of both sexes at the age of 10 For 16 years.
- A feasibility assessment form (Family education/Home economics program based on family partnership for the development of life management skills in summer activity schools), to identify the feasibility of program from the perspective of students of both sexes and their families.
-A scale for estimating the level of life management skills ”Rubrics”related to experience (I think, plan and organize my life), for students of both sexes at the age of 10 to 16 years, from the view points of their families.
Research Procedures:
To answer the questions of research and verification of the veracity of hypotheses, the following procedures have been followed:
First: prepare a list of life management skills related to specialization of Family education/Home economics and the most needy skills for the students of both sexes at the age of 10 to 16 years
Examine some literature and analyze previous literature conclude life management skills from them.
Personal Interviews of Family education/Home economics teachers to monitor life skills Management related to the specialization.
Arbitration of skills list by adopting ’’Focus Group’’ approach with specialists to refine skills list.
Survey family opinions on the needs of adolescent children at the age of 10 to 16 years for life management skills.
Coming to the list of life management skills related to the specialization of Family education/Home economics and the most needy to the students of both sexes at the age of 10 to 16 years, and ranking a list according to the degree of class need (category).
Second: Building the family partnership program to develop life management skills:
- Identify the philosophy and foundations of program, and the considerations that were taken into account in building the program, in the light of examining some literature and analyzing some previous experiences from different cultures in family partnership learning.
- Setting some targeted learning outcomes in the program.
- The program’s general vision involves: (Title of program - titles of experiences organized by program content - methods of sharing and communicating with families - methods of family participation - Specific materials - methods of evaluation) and also to conceptualize program’s stages and timetable, after following a survey to the target group of families, and Family education/ Home economics teachers.
- Preparing the first experience of the program, experience (let’s reduce our differences with our families).
Third: The structural experimentation of the program:
-Create a form to evaluate how well life management skills associated with first experience have improved (let’s reduce our differences with our families)
-Prepare a feasibility assessment form of program, from the perspective of students of both sexes and their parents.
- First exploratory experience by applying first experience (Let’s reduce our differences with our families).
- Based on the results of applying the first experience, the second experience has been developed from Program experience (mental health from (is) the physical health)
- Second experience of program by applying the second experience (Mental health from the physical health)
- Based on the results of exploratory experience application, the outline plans of each program’s experiences had been developed, and the matrix of organizing topics and skills was developed.
- Developing the third experience of program :(I think, plan and organize my life) to apply in an experiment to recognize the effectiveness and usefulness of program.
- Build a teacher’s guide to Family Education/ Home Economics program in summer activity schools to develop life management skills in multiage persons in partnership with families, then revise and arbitrate the guide using focus group style with specialists.
Fourth: Building research tools
Build Life Management skills growth scale “Rubrics”, for experience (I think, plan and organize my life), and that’s revised by using the focus group style with specialists, then judged by experts, and experienced by parents.
Develop Program’s feasibility assessment form, from the perspective of students (both sexes) and parents that has been previously set by the researcher in the research exploratory.
Fifth: An experience of effectiveness and feasibility
PerformExperiment forEffectiveness measurement includes a prior preface then the implementation of the experiment by applying learning and teaching meetings of the third experience of program (I think, plan and organize my life).
Evaluate the experience by applying measurement tools: (Rubrics Scale, based on families’ perspective- Program feasibility Assessment form, based on students’ view points from both sexes and their own parents).
Data collecting, dump and statistical processing to recognize (program feasibility, based on students’ view points from both sexes and their own parents- program effectiveness in developing life management skills to the students of both sexes At 10 to 16 years of age - range of strong correlation between each family’s commitment degree in family partnership and the level of life-management skills growth targeted to their children
Extract, view, interpret, analyze, and discuss research results.
Making recommendations and proposals in the light of results of research.
ResearchResults:
First: results related to statistical differences between Rank averages of pre and post applications to the scale of determining level of life management skills (Rubrics) as a whole, and each axis separately:
There is a statistical differences at level (0.05) between Rank averages of pre and post applications to the scale of determining level of life management skills (Rubrics) as a whole, and each axis separately, in favor of the post application. And that achieved after passing through Family Education/ Home Economics program based on family partnership in summer activities.
Second: Results of measuring the effectiveness of family partnership program in the development of life management skills, had been reached as following:
There is a very significant impact reached (1.0) of family partnership-based program at the growth of students ’life management skills.
There is an effectiveness of family partnership-based program in the growth of students’ life management skills.
Third: Program Feasibility Assessment Results, it was concluded that:
There is a feasibility of Family Partnership-based program from the view point of (students both sexes and parents), and the average of percentages calculation for the feasibility extent exeeds (60%) for each focus (axis) separately, and for the benefit of program (as a whole). As following:
The average of percentages calculation for (the degree of acceptance and benefit from the program, as a whole) in ”families with regular family participation”, it reached from the point of view of parents (95.6%), and from the point of view of their children, it reached (86.5%), which is higher than Its average in ”families with discontinuous family participation”, which, according to parents’ point of view, reached (81.1%), and from the point of view of their children, which reached (83.5%).
The average of percentages calculation for (the extent to which the skills have improved as a whole among students) ”in the group of families who are regular in the family partnership”, from the point of view of their parents, the percentage is (76.4%), which is higher than that of the students ”in the group of families interrupted family partnership.” from the point of view of their parents, the percentage reached (64.1%), while among the students, “in the group of families who are regular in family partnership,” according to the students themselves, the rate reached (74.6%), which is somewhat lower than the average in the “intermittent family group”. Family partnership, ”according to the students themselves, which reached (76.9%).
The average of percentages calculating for (the degree of commitment of the guardian to the family participation, in its patterns, as a whole), in the “group of regular partnership families”, from the viewpoint of parents, the percentage reached (82.4%), and from the point of view of the students themselves, the percentage reached (93%). And it is higher than the average in the ”group of discontinuous partnership families”, which, from the viewpoint of parents, reached (57.9%), and from the point of view of the students themselves, it reached (72.6%).
Calculating average of percentages for (the degree of feeling the benefit of the family partnership in the learning of their children, as a whole), in “families who are regular in the family partnership”, from the point of view of parents, is (96.7%), and it is higher than in the “families who are interrupted by the family partnership” which from the parents’ point of view, it reached (94.6%). According to the students themselves, the ”group of families who are regular in the family partnership” reached a percentage (90.5%), which is close to the average in the ”families who are interrupted in the family partnership”, which, according to the students’ point of view, reached (89%).
Calculation average of percentages for (the extent of appropriate time and effort spent, in relation to the return, as a whole), in the “Regular Family Partnership Group”, from the parents’ point of view, reached (97.5%), which is higher than in the “Intermittent Families group Family Partnership” According to the parents’ point of view, it reached (85.2%), while in the “regular family group family partnership”, according to the students, it reached (90%), which is lower than the average in the “intermittent family group family partnership”, from the students ’point of view, it reached (93.3%).
The average of percentages calculation for (the degree of willingness to participate in the program, as a whole), in “families in a regular family partnership”, from the point of view of parents, reached (100%), which is higher than the average in “families who are interrupted by family partnership”, which from the parents’ point of view, it reached (95.4%). On the other hand, it converges from the students’s point of view, as it reached in “families of regular family partnerships”, according to the students ’point of view, a ratio of (89.4%), and in “families who discontinued the family partnership” from the viewpoint of students, it reached (89.1%).
The average of percentages calculation for (the extent of the program’s feasibility, as a whole), in “families in regular family partnership”, from parents ’point of view, reached (91.4%), which is higher than the average in“ families who are interrupted by family partnership” which was In the view of parents, the percentage is (78.9%), and it is also higher in “families in regular family partnership”, according to the students’ point of view, which reached (87.4%) than the average from the viewpoint of students in “families who are interrupted by family partnership”, which reached a percentage of (84.1%).
Fourth: Results of correlation between the degree of family partnership and the growth of students ’life management skills
- There is a positive correlation reached (0.7) between the degree of family partnership and the growth of students’ life management skills.
Research Recommendations:
In light of the outcomes, the researcher recommends that:
First, In light of what was revealed by the results of building a program based on family partnership in developing life management skills for the students of summer activities schools, the researcher recommends to:
- Focus the attention of those responsible (officials) for curricula and educational program-building, based on the philosophy of family partnership -based learning, as an input for building educational programs in the field of family and community development.
- Build on the needs of target group as a basis for building programs and approaches/ curricula related to personal, social, family and community development.
- Integrate technology and distance learning into the various educational programs for all levels of education in general, and in the specialization of family education, family life sciences and the Home Economics in particular.
- Train teachers on how to manage family partnership-based learning.
- Conduct teacher-training courses on how to manage learning for multi-ages persons.
- Focus on those responsible for planning Summer Program Activities in the disciplines to enrich these programs to cover the six fields for the specialization of Home Economics /Family Education.
- Draw the attention of school activity material planners to the importance of having both boys and girls attend Home Economics/ Family Education classes in the schools.
Second: In light of what the results of the evaluation of feasibility and effectiveness of Family Partnership-based Program in the development of life management skills, the researcher recommends that:
- Direct the attention of those responsible for curriculum and educational program building to the importance of developing life management skills Through teachers of all subjects, especially teachers of the home economics/ family education specialization, due to their relevance to the fields of this specialization.
- Directing the officials’ attention towards the importance of the programs offered in the summer activities schools.
- Coordination between curriculum planners to develop life management skills across interdisciplinary activities.
- Identify learners’ needs for life management skills in early and middle childhood stages.
- Conduct teacher training courses on developing life management skills in its various axes, across different school subjects.
- Guide curriculum researchers and teaching methods toward more research aimed at developing life management skills for different school stages students in the general and university education.
- Opening horizons for researchers in different disciplines, to study both: family partnership and life management skills.
Proposed Researches:
In light of what the research revealed about the feasibility and effectiveness of partnership-based program in the growth of life management skills for the students of multiple ages, and what the research revealed about (a need to develop life management skills for multi-age students and their families - and the small number of students participating in Class of Home Economics Subject in formal public education ,and the poor participation in School Summer activities programs in its current situation ) that raised ideas and proposals suitable for new research, such as:
1- A follow-up study to measure the impact of a Family Partnership based- Program about the growth of life management skills from primary to secondary students.
2- A Program for the development of effective collaboration and communication skills of primary school students in summer activity.
3- A training program for mothers to improve family communication with their children.
4- A program to meet mothers’ needs for life management skills.
5- An analytical study of the relationship between family partnership degree, size of family and the level of parental education.
6- A teacher training program to share families in learning students of different ages.
7- Enrich the curricula of Home economics/Family Education in public education with life management skills.
8- Evaluate the school summer activities programs for meeting the educational needs of students.
9- A program in summer activity to modify the wrong food habits with the participation of families.
10- Enrichment activities across the diverse disciplines to develop life management skills in early learning stages.
11- A program based on family partnership to develop self-learning skills through different school subjects.
12- A distance program to develop learning skills using technology in summer activities schools.