The effectiveness of an educational design based on the theory of conscience in the achievement of students of basic education colleges in the subject of general teaching methods and their conciliatory thinking

Abstract

The research aims to identify the effectiveness of an educational design according to the theory of affect in the achievement of students in basic education colleges in the subject of general teaching methods and their reconciling thinking. The researcher adopted the experimental approach with an experimental design for two equal groups. The researcher chose, and the research community is represented, the basic education colleges in Iraq for the academic year (2023 AD). 2024 AD) in which the number of sections for third year students is not less than two sections, and for the purpose of determining the research sample from the original community that the researcher identified to conduct his study on, the researcher chose the University of Babylon/College of Education in great cooperation with the researcher, as the researcher chose section (A) randomly to represent the control group Which will teach the general teaching methods course according to the usual method.

An educational design according to the theory of affect, and section (B) to represent the experimental group that will study the same subject. An educational design according to the theory of affect. The total number of students in both groups reached (113) male and female students. There were (57) male and female students in the control group, and (56) male and female students in the experimental group. The researcher statistically rewarded the members of the two groups in the following variables: (chronological age calculated in months, previous information test, intelligence test, first course grades, and compromise thinking scale), and the researcher determined The study material includes topics from the General Teaching Methods course, then the researcher formulated behavioral objectives, the number of which reached (200). As for the research tool, the researcher deliberately built the achievement test, which consisted of (30) objective test items of the four-alternative multiple-choice type. According to (the specifications table), (10) essay questions, and the validity, discrimination coefficient, difficulty, effectiveness of alternatives, and stability were verified. Its stability was verified using the split-half method. The researcher used appropriate statistical methods to extract data, and the results showed that the students of the experimental group outperformed the students of the control group.