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Journal of Faculty of Education Assiut University - المجلة العلمية بكلية التربية-جامعة أسيوط

Journal of Faculty of Education Assiut University - المجلة العلمية بكلية التربية-جامعة أسيوط

Abstract

The current study aims to investigate the effect of the different types of interaction in the virtual classrooms (Synchronous and Asynchronous) on the development of computer skills and achievement motivation on middle school students. The research ralied on the experimental method. The researcher chose a partial experimental design, which is the design of equal groups with pre-test and post-test. The study sample was (60) students from the third intermediate grade in Al-Ardiate governorate. They were selected by the intentional method,(30) students in the first experimental group, which is taught according to the Synchronous Virtual Classroom, and (30) students in the second experimental group, which is taught according to the Asynchronous Virtual Classroom. The tools of the study consisted of the cognitive achievement test consisting of (32) question of multiple choice, right and wrong, and "Observation Card" to measure the practical performance of the skills included in the selected unit, which consists of 18 sub-skills divided into 4 main skills, and scale of motivation for achievement in computer material .To test the validity of the assumptions , the researcher used the unscientific Wilcoxon test , the man whitney test ( U )and the effect size using the correlation coefficient ( r ) . The study reached the following results : There are statistically significant differences at the level of? 0.05 between the averages of the grade levels of the students of the two experimental groups in the pre and post applications to the cognitive achievement test and the observation card and the motivation scale for achievement , in favor of the post application , and the presence of statistically significant differences at the level (0.05) between the average scores of the students of the two groups in the post application of the cognitive achievement test attributed to The difference of the interaction pattern , in favor of the asynchronous pattern, and the presence of statistically significant differences at the level (0.05) between the mean scores of the students of the two groups in the post-application of the note card and the scale of motivation for achievement attributed to the difference in the interaction pattern, in favor of the synchronous pattern. In light of the results of the study , the study recommended the importance of combining the two patterns to take advantage of the both of them

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