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الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Research problem:
The problem of the current research is determined by the weakness of the skills of using three-dimensional graphics design programs for students of industrial secondary schools in Fayoum governorate in both the knowledge and skill sides, which is negatively reflected on the possibility of benefiting from them in the educational process, as well as the scarcity of studies and research that dealt with the design of three-dimensional graphics and its relationship to the characteristics of learners. mentality and their learning patterns, which requires their acquisition of these skills, because it is one of the basic professional competencies necessary for their professional academic preparation, through the design of an interactive computer program based on the impact of the (self/participatory) learning pattern to develop the skills of designing three-dimensional graphics among students of industrial education schools in the governorate Fayoum.
Research questions:
The current research attempts to answer the following main question:
What is the effect of the (self-paced / participatory) learning style within an interactive computer program in developing 3D graphics design skills for students of industrial education schools in Fayoum Governorate?
The following sub-questions are derived from it:
1) What is the effect of the self-learning pattern within an interactive computer program on the cognitive aspect of 3D graphics design for students of industrial education schools in Fayoum Governorate?
2) What is the impact of the participatory learning pattern within an interactive computer program on the cognitive aspect of 3D graphics design for students of industrial education schools in Fayoum Governorate?
3) What is the effect of the learning style (self/participation) within an interactive computer program on the cognitive aspect of 3D graphics design for students of industrial education schools in Fayoum Governorate?
4) What is the effect of the self-learning pattern within an interactive computer program on the performance aspect of 3D graphics design skills for students of industrial education schools in Fayoum Governorate?
5) What is the effect of the participatory learning pattern within an interactive computer program on the performance aspect of 3D graphics design skills for students of industrial education schools in Fayoum Governorate?
6) What is the effect of the learning style (self/participation) within an interactive computer program on the performance aspect of 3D graphics design skills for students of industrial education schools in Fayoum Governorate?
Research hypotheses:
The research seeks to verify the following hypotheses:
1) There is a statistically significant difference at the level (α≤0.05) between the mean scores of the students of the first experimental group who studied by the self-learning style in the cognitive achievement test in the pre and post applications of the cognitive test of three-dimensional graphics design skills in favor of the post application.
2) There is a statistically significant difference at the level (α≤0.05) between the mean scores of the students of the second experimental group who studied in the participatory learning style in the cognitive achievement test in the pre and post applications of the cognitive test of three-dimensional graphics design skills in favor of the post application.
3) There is no statistically significant difference at the level (α≤0.05) between the mean scores of the students of the first experimental group (self-learning style) and the second experimental group (participatory learning style) in the post-measurement of cognitive achievement related to three-dimensional graphics design skills.
4) There is a statistically significant difference at the level (α ≤ 0.05) between the mean scores of the students of the first experimental group who were taught by the self-learning style in the observation card of the practical performance of three-dimensional graphics design skills in favor of the dimensional application.
5) There is a statistically significant difference at the level (α ≤ 0.05) between the mean scores of the students of the second experimental group who studied in the participatory learning style in the observation card of the practical performance of the three-dimensional graphics design skills in favor of the dimensional application
6) There is no statistically significant difference at the level (α≤0.05) between the mean scores of the students of the first experimental group (self-learning style) and the second experimental group (participatory learning style) in the post-measurement of the performance aspect related to the three-graphics design skills.
search variables:
The current research included the following variables:
• Independent Variable: Learning style (self - participatory) within an
interactive computer program.
• The dependent variable: 3D graphics design skills.
Experimental design of the research:
In light of the current research, the researcher used the experimental design known as the one-dimensional design, which contains two experimental groups in the pre and post measurement, as in the following figure.
Table (2) The experimental design of the research
processing
groups Pre-test Experimental processing Post-test
The first experimental group O1 X1 O2
The second experimental group O1 X2 O2
whereas:
O1: tribal measurement of groups.
X1: First Experimental Processing (self-learning pattern within an interactive computer program).
X2: Second Experimental Processing (a participatory learning pattern within an interactive computer program).
O2: dimensional measurement of groups.
The most important findings of the research:
1- Results of the effect of self-learning within an interactive computer program on the cognitive aspect of 3D graphics design for students of industrial education schools in Fayoum Governorate:
The first hypothesis of the research was accepted, which states that: There is a statistically significant difference at the level (α≤0.05) between the mean scores of the students of the first experimental group who studied in the self-learning style in the cognitive achievement test in the pre and post applications of the cognitive test of graphics design skills 3D for dimensional application.
2- The results of the effect of the participatory learning pattern within an interactive computer program on the cognitive aspect of 3D graphics design for students of industrial education schools in Fayoum Governorate:
The second hypothesis of the research was accepted, which states that: There is a statistically significant difference at the level (α≤0.05) between the mean scores of the students of the second experimental group who studied in the participatory learning style in the cognitive achievement test in the two applications, before and after, of the cognitive test of graphics design skills. 3D for dimensional application.
3- The results of the effect of each of the learning style (self / participatory) within an interactive computer program on the cognitive aspect of 3D graphics design for students of industrial education schools in Fayoum Governorate:
The third hypothesis of the research was rejected and the directed alternative hypothesis was accepted, which states that: There is a statistically significant difference at the level (α≤0.05) between the mean scores of the students of the first experimental group (self-learning style) and the second experimental group (participatory learning style) in Post-measurement of cognitive achievement related to 3D graphics design skills in favor of the second experimental group (participatory learning style).
4- Results of the effect of self-learning within an interactive computer program on the performance skills of 3D graphics design for students of industrial education schools in Fayoum Governorate:
The fourth hypothesis of the research was accepted, which states that: There is a statistically significant difference at the level (α≤0.05) between the mean scores of the students of the first experimental group who studied by the self-learning style in the observation card of the practical performance of three-dimensional graphics design skills in favor of the dimensional application.
5- The results of the effect of the participatory learning pattern within an interactive computer program on the performance skills of 3D graphics design for students of industrial education schools in Fayoum Governorate:
The fifth hypothesis of the research was accepted, which states that: There is a statistically significant difference at the level (α≤0.05) between the mean scores of the students of the second experimental group who studied in the participatory learning style in the observation card of the practical performance of three-dimensional graphics design skills in favor of the dimensional application.
6- The results of the effect of the learning style (self / participatory) within an interactive computer program on the performance skills of 3D graphics design for students of industrial education schools in Fayoum Governorate:
The sixth hypothesis of the research was rejected and the directed alternative hypothesis was accepted, which states that: There is a statistically significant difference at the level (α≤0.05) between the mean scores of the students of the first experimental group (self-learning style) and the second experimental group (participatory learning style) in Post-measurement of the performance aspect related to 3D graphics design skills in favor of the second experimental group (participatory learning style).