A comparative study of the impact of both strategies. Teach yourself how to learn K.W.L
Learning to master M.L.T in critical thinking and the ability to solve problems for students Dr. Ethar Abdul Mohsen Al-Mayahi
Kufa University – College of Education [email protected]
Dr. Mowaffaq Abdulaziz Al-Hasnawi
Southern Technical University – Technical Institute in Nasiriyah [email protected] Research Summary :
As a result of the emergence of a modern educational philosophy that emphasizes the positive role of the student in the learning process, several teaching strategies have emerged that adopt this trend in order to develop teaching methods and increase their efficiency in order to prepare the student who is able to think and interact with the requirements of the new life.
One of these strategies is the strategy of educating yourself how to learn KWL, which makes educational activity an activity of high intellectual quality because it is one of the strategies behind knowledge, and it is an educational plan that goes according to organized steps that depend on calling the student’s previous knowledge and releasing his desire to gain more information then awareness of what has been done Learn it. Also, another MLT learning strategy for mastery strategy emerges, which emphasizes that the majority of students can reach the maximum level of their ability to learn if the teaching method used is systematic and if it helps students at the time and place where they face various difficulties and if these students have enough time to master What they learn and if there are clear criteria for proficiency and the existence of sequence and coherence in the units of analysis.
The research aims to conduct a comparative study to see the effect of each of the strategies of teaching yourself how to learn K.W.L and learning to master M.L.T in critical thinking and the ability to solve problems among students.
The sample consisted of fifty-four students in the first grade in the Department of Electrical Technology at the Technical Institute in Nasiriyah at the Southern Technical University, chosen randomly from the research community and divided into two experimental groups equal in number and equal. Seven subjects were identified from the subject, as well as the teaching goals and teaching plans of the two groups. The researchers prepared a critical thinking test as well as a test of problem solving that is characterized by honesty and consistency.
The research began by conducting the pre-application of the critical thinking test and testing the ability to solve problems for students of both groups, and their results were analyzed. It was noted that there were no statistically significant differences between students of the two groups in the two tests. Then one of the researchers studied the first experimental group according to the strategy of teaching yourself how to learn K.W.L and the second experimental group according to the learning strategy for mastery M.L.T. The research application lasted for a period of seven weeks, after which the post-application of the critical thinking test and the ability to solve problems for students of both groups were conducted together and the results were analyzed using the statistical program (SPSS).
The research reached the superiority of students of the first experimental group that studied according to the strategy of teaching yourself how to learn K.W.L in the critical thinking test and the ability to solve problems over students of the second experimental group that studied according to the learning strategy for mastery M.L.T.
The research concluded that there is a positive impact of the strategy of teaching yourself how to learn K.W.L in critical thinking and the ability to solve problems among students. It is recommended that they be used in the teaching process, and it is suggested that a number of complementary research be undertaken.