الفهرس يوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The purpose of this study was to investigate the effectiveness of the instructional control strategies (Program Control – Learner Control with Advisement – Learner Control) in the instructional softwares in developing some of the metacognitive skills (Planning – Monitoring - Evaluating) for field dependent and independent faculty of education students.
All students responded to the Group Embedded Figures Test GEFT to classify the participants as field independent FI, field neutral, or field dependent FD group members. Field neutral were excluded. Participants (n = 36) were then assigned to one of six instructional treatment groups according to the instructional control strategy and field dependent- independent. Under program control: Subjects advanced through the program in a prescribed linear manner, under learner control: Subjects were able to move freely among screens within a lesson and to choose their next lesson after finishing the previous one, under learner control with Advisement: Subjects were able to move freely among screens within a lesson and to choose their next lesson after finishing the previous one with guidance. Students’ metacognitive performance was assessed using the Metacognitive Skills Scale MSS before and after the treatment.
Results indicated that: (1) There are statistically significant differences among the mean level scores of the students of the experimental groups, according to the instructional control strategies (learner control, learner control with advisement and program control) in the post application amongst the groups. (2) There are statistically significant differences among the mean level scores of the students of the experimental groups, according to the cognitive style (dependent on the conscious field and the independent from the conscious field) in the post application between the two groups, in favor of the independent one. (3) There are statistically significant differences among the mean level scores of the experimental group students, according to the interaction between the educational control strategies and the cognitive style in the post application amongst the groups. The research recommended using learner control and learner control with advisement in developing of metacognitive skills for the dependents and independents.
Keywords: control strategies, metacognitive skills, field dependence-independence