الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
SUMMARY AND CONCLUSION Introduction:
The problem of the present study is represented in the low level of the students the secondary stage in the practical skills related to the subject of home economics. This problem reflects the need to use new teaching strategies, through which the students practical skills at this stage can be developed . Thus the subject of home economics as an interested branch in science requested to develop and evaluate the contemporary changes specially in the scale of Home Economics Curricula & Teaching Methods .To face such a problem, the researcher tried to find answers to the following main question . Context of the problem:-
The context of the study is formuled in the main question following :
What is the effectiveness of using the two of cooperative learning strategies in teaching home economics in developing the practical skills among the secondary stage students ?
This main question has the following sub-questions :
1.What are the practical skills required for the first grade secondary in the subject of home economics ?
2.What is the effectiveness of using the strategies of learning together, Student-Teams Achievement Division, the traditional strategy on developing the practical skills of home economics among secondary stage, fist grade students?
3.What is the effectiveness of using the two strategies of ”Learning together” and ”Student-Teams Achievement Division”, compared to the traditional method, on developing the practical skills in home economics of the secondary stage, first grade students ?
4.What is the differences of practical skills of using the two strategies of ”Learning together” and ”Student-Teams Achievement Division” and the traditional method ?
5. Is there correlation between the cognitive aspects and Performance aspects of the practical skills using the strategies
of ( Learning together - Student -Teams Achievement
Division, and the traditional one) Scope of the study :
This study was limited to :
1.A sample of first grade students, from Elsayda Khadiga secondary school and the girls’ secondary school in El-Sharkia govern orate. This sample was divided into three experimental groups (two in Elsayda Khadiga secondary school) and a control group (in the girls’ secondary school ).
2.Two units of the secondary stage, first year home economics course during the academic year 2005 — 2006. The two units were titled ”A party in our family” and ”economics in our life”, that is because, these two units contain several practical skills related to (Food & Feeding) and (Clothes & Textiles). In addition, these two units focus on cooperation that facilitates the application of two strategies of -Learning
together” and ”Student-Teams Achievement Division” appropriately.
3.Measuring the effectiveness of ”Learning Together” and ”Student-Teams Achievement Division” strategies on
developing both the cognitive and performance aspects of the practical skills. Hypotheses of the study :
1.Using the strategiei of (Learning Together and Student Teams Achievement Division) comparing with the traditional
one was effectiveness in developing practical skills at (0.05)level .
2.Each strategy of learning together, Student Teams Achievement Division and traditional one have differential
effect on the cognitive aspects of the practical skills at (0.05)Ievel.
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3.Each strategy of learning together, Student Teams Achievement Division and traditional one have differential
effect on the performance aspects of the practical skills at (0.05)level.
4.There is statistical correlation between the cognitive and performance aspects of the practical skills among the study
groups (Learning Together, Student Teams Achievement Division and the traditional one) . Purposes of the study :
1.Investigating the effectiveness of ”Learning Together” and ”Student-Teams Achievement Division” strategies on improving both the cognitive achievement and the practical
performance of the secondary stage students, First grade in home economics subject .
2.Identifying the practical skills list that can be developed through home economics subject .
3.Preparing two teacher’s guide books according to the
procedures ”Learning Together” and ”Student-Teams Achievement Division” strategies.
4.Preparing a cognitive test, a performance test, and an observation for measuring the cognitive aspect and the
practical skills among the secondary first grade, stage students.
5.Discovering the correlation between the cognitive and the
performance aspects of the practical skills among the study sample . Significance of study :
1.This Study is Considered as a response to what educators call for Concerning the necessity of employing A modern,
developed and an effective method in teaching and avoiding traditional methods.
2.This Study offers teacher’s guide books which may help Home Economics teachers in teaching according to the two strategies of ”Learning Together” and ”Student-Teams
Achievement Division”, that lead to improver their teaching role.
3.This Study may participate in improving the practical teaching of Home Economics in light of the cognitive style, and this can be attaired through making use of organizing the conceptual side to serve the practical side.
4.This Study may participate in training the secondary stage students to practice the practical skills which may move to other everyday life learning situations.
5.This Study may direct curriculum planners to the necessary of using ”Learning together” and ”Student-Teams Achievement Division” in building the units of the Home Economics subject matter, and thus relating the learning aspects .
6.Increasing the effectiveness of teaching strategies which using in the two fields of (Food & Feeding) and (Clothes & Textiles) on developing both the cognitive and performance aspects of the practical skills. Variables of the study :
1- Independent variables : contains in teaching procedure
a-Learning Together Strategy.
b-Student-Teams Achievement Division Strategy.
2- Suborted variables : contains in
c-Knlodege conception for concerned attunes the . practical skills.
d-Practical Skills. Tools of the study:
The researcher used the following tools in this study:
1.A cognitive achievement test special the practical skills in the fields of (Food & Feeding) and (Clothes & Textiles) .
2.Two performance tests first in the fields of (food & feeding) the second in (Clothes & Textiles ) .
3.An observation form in the the practical skills in the fields of (Food & Feeding) and (clothes & textiles) .
( prepared by the researcher)
0 The study Design :
1.The Descriptive Design
The researcher employed the case study in describing the students’ performance during practicing the practical skills using the observation form.
2.The Experimental Design
The researcher divided the study sample into three groups.
•An experimental group (1) for measuring the effect of ”Learning together strategy” on the dependent variables after fixing the other variables.
•An experimental group (2 ) for measuring the effect of ”Student-Teams Achievement Division” strategy on the dependent variables after fixing the other variables.
•And a control group ( 3 ) for measuring the effect of the traditional teaching strategy without considering any variables. Procedures of the study :
To answer the study questions, the following procedures were followed:
1.Reviewing literature and the previous related studies to prepare the theoretical framework , the study tools and to interpret results of the present study.
2.Selecting the two teaching units and analyzing their content for identifying the included learning aspects.
3.Preparing a list of the practical skills in the fields of (Food & Feeding) and (Clothes & Textiles).
4.Identifying the conceptions of the fields of (Food & Feeding) and (Clothes& Textiles)
5.Identifying the general and the behavioral objectives for the two units.
6.Preparing two teacher’s guide books for the two units of ”A party in our Family” and ”Economic in our Life” according to the two strategies of ”Learning Together” and ”Student-Teams Achievement Division”.
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7.Preparing working sheets for the students according to each strategy.
8.Displaying two teacher’s guide books and the working sheets
to the specialists to check the content and its suitability for the stated method and objectives.
9.Preparing a cognitive achievement test, a performance test and an observation form and estimating their validity and reliability. Then displaying these two tools to a jury member for performing any necessary modification.
10.Selecting six classes randomly from the secondary stage, first
grade schools of ”Elsayda Khadiga” and the secondary school for girls.
11.The pre-administration of the cognitive achievement test a performance test and an observation form .
12.Conducting the experiment where the experimental group (1) was taught using ”Learning together” strategy and the experimental group (2) was taught using the ”Student-Teams Achievement Division” strategy. The researcher was the teacher in these two groups here self. The control group was taught by the class teacher using the traditional method.
13.The post administration of the cognitive achievement test, performance test and the observation form.
14.Checking the tests, stating and tabulating the data.
15.Treating the data statistically.
16.Analysis the results and explain it. Study Results :
1.Using Learning Together strategy contribute in developing the practical skills at the level of (0.05).
2.Using Student-Teams Achievement Division strategy
contribute in developing the practical skills at the level of (0.05).
3.There is a statistical differences between the mean scores of the study groups on the cognitive test, at the level (0.05)in favour of students in Learning Together strategy, and Student-Teams Achievement Division strategy .
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4.There is a statistical differences between the mean scores of the study groups on the practical performance checklist , at the level (0.05)in favour of students in Learning Together strategy, and Student-Teams Achievement Division strategy .
5.There are statistical defferances between the mean scores of the study groups on the nurtition skills at the level (0.05)in favour of students in Learning Together strategy, and Student-Teams Achievement Devision strategy except in skill
(a).
6.There are statistical differences between the mean scores of the study groups on the clothing skills at the level (0.05)in favour of students in Learning Together strategy, and Student-Teams Achievement Division strategy
7.There is a statistically correlational relationship between the cognitive and performance aspects at the practical skills among the study groups at the leve (0.01). RECOMMINDATION
In light of the results of the present study, the researcher provides the following recommendations:
First: Recommendations concerning the methods of teaching practical skills in Home Economics.
1.Paying attention to developing the teaching methods used in the classroom. Instead of concentrating on the lecture technique, the teaching’ methods should engage students actively and effectively in the learning process through the use of both learning together, and Student Team Achievement Division Strategies.
2.Setting a set of principles and norms for teaching Home Economics using the cooperative learning strategies as a necessity student’s acquisition of the cognitive practical skills.
3.Holding training programs to train teachers on using the new teaching strategies as a cooperative learning strategies, to increase the educational advantages of each strategy.
A Second: The recommendations concerning the content of the Home Economics course.
1.Developing the home economic courses in the secondary stage for using the new techniques in displaying the content of these courses as the student needs in this stage.
2.The necessary of making modifying to the topics of the Home Economics course for the Frist grade , secondary stage so that they may exploit the teaching aids necessary for better acquisition of information and skills.
3.Designing the Home Economics text books so that they contain the activities and exercises which encourage using the strateeies ”Learning Together” and ”Student-Teams Achievement Division” in learning Home Economics beside the other strategies of cooperative Learning.
Third: Recommendations concerning the training program devoted to practical skills.
1.Making use of the various tools and equipment in the teaching Home Economics.
2.Providing the students with opportunities for practicing the practical skills in aroups for developing the sense of cooperation and positive effective participation in the learning process.
3.Necessary to display models skills with attractive method to clear the partes of skill exactly . Fourth: Recommendations concerning the evaluation of the practical skills.
1.Engaging the students actively in the learning process for in creasing their confidence and motivation for learning.
2.Establishing a library for educational video tapes which contain the topics of Home Economics with its both practical and cognitive sides for using them when they are needed.
3.Assessment the practical skills with its both practical and cognitive sides to achieve the quality assurance of work.
SUGGESTIONS
1.Designing a program for increasing the student-teacher awareness of the cooperative Learning strategies importance and their role in developing the practical skills.
2.A comparative study for the effect of using the cooperative Learning and the comparative learning in teaching Home Economics on increasing the cognitive achievement and improving the practical skills of the secondary stage students.
3.Applying the present study to various learning stage.