الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
This part summarizes the study in terms of the statement of the problem, outline, results, recommendations, and suggestions.
Statement of the Problem:
The problem of the study is defined in the lack of the objectives, content, instruction, activities, educational aids and technology, and evaluation of the psychology course for the second-year secondary school in achieving the national standards and general objectives of psychology curricula for the secondary stage. Therefore, the study develops a suggested program in psychology based on accelerated learning theory and its effectiveness in improving future thinking skills and social values of second-year secondary school students. This program is taught using the strategies and activities of accelerated learning.
Questions:
The study answers the following questions:
1. How can a suggested program in psychology based on accelerated learning theory for second-year secondary school students be prepared?
2. What is the effectiveness of a suggested program in psychology based on accelerated learning theory in improving future thinking skills of second-year secondary school students?
3. What is the effectiveness of a suggested program in psychology based on accelerated learning theory in improving some social values of second-year secondary school students?
Objectives:
The study aims to:
1. Prepare a suggested program in psychology based on accelerated learning theory for second-year secondary school students.
2. Identify the effectiveness of a suggested program in psychology based on accelerated learning theory in improving future thinking skills of second-year secondary school students.
3. Identify the effectiveness of a suggested program in psychology based on accelerated learning theory in improving some social values of second-year secondary school students.
Hypotheses:
The study tries to verify the validity of these two hypotheses:
1. There is no statistically significant difference at the level of (0.05) between the means of students’ scores in the pre-test and post-test of the test of future thinking skills.
2. There is no statistically significant difference at the level of (0.05) between the means of students’ scores in the pre-test and post-test of the scale of social values.
Significance:
1. The study can help the designers of psychology courses for the secondary school develop psychology courses by utilizing the lessons of the suggested program in psychology.
2. The study can help the supervisors activate the role of psychology in developing future thinking skills and future values to benefit the individual and society.
3. The study can help the teachers of psychology utilize the tools and activities of the accelerated thinking theory in teaching psychology course for the secondary stage.
4. The study can help the teachers of psychology provide a procedural model of implementing psychology lessons using the principles and applications of the accelerated learning theory to enrich educational situations and encourage learners to interact actively in educational situations and have meaningful learning.
5. Using the test of future thinking skills and the scale of social values, the study can help psychology teachers evaluate these aspects of learning among secondary school students.
6. The study can help secondary school students enrolled in psychology develop future thinking skills and acquire social values.
7. The study can help researchers conduct future studies on utilizing the principles and applications of accelerated learning theory to achieve other educational objectives.
Limits:
1. A sample of (30) second-year secondary school students (humanities section) enrolled in the psychology course in El Shimaa Secondary School for Girls in Sohag because this stage is important for the student as it matches adolescence, on the one hand, and affects the future of the student, on the other.
2. Future thinking skills: Expectation of future events and crises, prediction, future planning, decision-making, and future problem-solving based on the opinions of the reviewers because the secondary-school student will need high-order thinking skills when joining the university that has several features and requirements, such as making future plans and defining procedures and steps.
3. Social values: Tolerance, responsibility, cooperation, national belonging, workmanship, discipline, justice, equality, and democracy based on the opinions of the reviewers because the secondary-school student needs values for better behaviors when interacting with the surrounding community members and enhance social efficiency to take responsibility and live peacefully to achieve psychological and social compatibility.
Method and Design:
The study utilized the experimental approach and one-group pre-test post-test design because they fit its objectives. The researcher developed a suggested program in psychology based on accelerated learning theory (independent variable) and investigated its effectiveness in improving future thinking skills and social values (dependent variable) of second-year secondary school students.
Materials and Tools:
The researcher developed the following materials and tools:
A. Materials
1. A list of future thinking skills appropriate for the second-year secondary school.
2. A list of social values appropriate for the second-year secondary school.
3. A proposed program in Psychology based on accelerated learning theory for the second-year secondary school.
4. A teacher guide for applying the proposed program based on accelerated learning theory .
B. Tools
1. Test of future thinking skills.
2. Scale of social values.
Results:
1. There is a statistically significant difference at the level of (0.05) between the means of students’ scores in the pre-test and post-test of the test of future thinking skills.
2. There is a statistically significant difference at the level of (0.05) between the means of students’ scores in the pre-test and post-test of the scale of social values.
Recommendations:
1. Qualification and training of psychology teachers:
A. Providing training courses for the teachers and supervisors of psychology to use and apply the stages of acerbated learning theory in lesson planning and implementation to encourage students to practice future thinking skills.
B. Training student teachers at the faculties of education in using accelerated learning theory in instruction in the courses of psychology instruction.
2. Psychology instruction:
A. Avoiding the traditional instruction of psychology based on recounting information and memorization without considering the individual differences of learners.
B. Focusing on the preferred learning patterns for learners while using accelerated learning in psychology instruction to enable learners to learn according to their mental and personal capabilities.
C. Equipping students with social values, allowing them to express ideas freely, and providing feedback in time.
3. Psychology curricula and textbooks:
A. Including situations that help develop future thinking skills in psychology for the secondary school because promoting thinking is a significant aim of psychology in this stage.
B. Reorganizing the content of psychology textbook for the secondary school to match the stages of accelerated learning theory.
4. Evaluation of psychology course:
A. Interest in the self-assessment methods for learners to modify their learning paths and guide them to master the topics included in psychology.
B. Utilizing (the test of future thinking skills and the scale of social values) developed in the study to identify students’ mastery of future thinking skills and social values in psychology.
Suggested Studies:
Based on the results, the researcher suggests conducting the following studies:
1. A suggested program in psychology based on accelerated learning theory and its effectiveness in achieving professional success in a sample of psychology teachers.
2. A suggested program in psychology based on accelerated learning theory and its effectiveness in promoting visual thinking and basic concepts in psychology among secondary school students.
3. A suggested program in psychology based on accelerated learning theory and its effectiveness in promoting creative thinking and social values among secondary school students.
The effectiveness of a suggested instructional strategy in psychology in promoting future thinking skills among secondary school students.