“The preferred classroom interaction patterns among students of the Department of Physics and its relationship to their cognitive preferences”
College Of Basic Education Research Journal,
2022, Volume 18, Issue 1, Pages 620-646
AbstractThe aim of the research is to identify the relationship between the preferred classroom interaction patterns of the students of the Department of Physics with their cognitive preferences, and the sample consisted of (120) students of the fourth grade in the Department of Physics, College of Education for Pure Sciences for the academic year (2021-2022). The researcher on the scale prepared by Abdullah and Shukr (2021) consists of (14) positions, and each position has four patterns of cognitive preference. A question was attached to the scale through which the preferred class interaction pattern was determined, and its apparent validity and stability were checked by repetition. After that, the researcher applied the tool through practical education lessons, starting from (28/11/2021) for a period of one week , After collecting the data and analyzing it statistically using the concordance correlation coefficient and its t-test, the results indicated that:
1. The participatory style between the teaching and his students ranked first, then the teaching style and finally the student-centered style among the members of the research sample of male and female students.
2. The members of the research sample as a whole preferred the retrieval pattern of cognitive preferences, then the application, then the principles, and finally the critical pattern.
3. There is a statistically significant correlation at the level (0.05) between the preferred classroom interaction patterns for boys and girls and their cognitive preferences.
In light of the results, the researcher came out with a number of conclusions and recommendations, as well as providing titles for future research.
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