The Effectiveness of an Educational Learning Design for a Foundations of Education Course Based on Situated Learning Theory in Achievement and the Development of Royal Thinking among Students of the College of Education

Abstract

Abstract:

This research aims to construct an educational Learning design for the "Foundations of Education" course according to Situated Learning Theory and to assess the effectiveness of applying this design on Students of the College of Education regarding their academic achievement and the development of royal thinking. The research objectives were verified through the following two hypotheses

1. There are no statistically significant differences between the average scores of the experimental group students, who study according to the educational Learning design, and the control group students, who study according to the traditional method, in terms of academic achievement.
2. There are no statistically significant differences between the average scores of the experimental group students, who study according to the educational Learning design, and the control group students, who study according to the traditional method, in terms of royal thinking.

The researcher employed both descriptive and experimental methods with partial control. An educational design comprising four stages was constructed, and the research sample consisted of 61 male and female students from the Department of Quranic Studies and Islamic Education at the College of Education, University of Kufa. The sample included 31 students in the experimental group and 30 students in the control group. The researcher controlled for variables such as age, intelligence, prior knowledge, and royal thinking scale. Teaching plans and research tools were prepared, with the first tool being an achievement test consisting of 40 multiple-choice items, and the second tool being the royal thinking scale, which consisted of 37 items. The research results showed that the experimental group outperformed the control group. After statistically analyzing the results using SPSS, the following conclusions were reached:

1. There are statistically significant differences between the average scores of the experimental group students, who study according to the educational Learning design, and the control group students, who study according to the traditional method, in terms of academic achievement, in favor of the experimental group.
2. There are statistically significant differences between the average scores of the experimental group students, who study according to the educational Learning design, and the control group students, who study according to the traditional method, in terms of royal thinking, in favor of the experimental group. The research results indicated the superiority of the experimental group over the control group. Based on these findings, the researcher recommends several measures, including adopting the educational design based on Situated Learning Theory in teaching the "Foundations of Education" course in Colleges of Education. Additionally, the researcher proposed further studies, such as:The effectiveness of educational Learning designs in teaching other educational subjects, Educational Psychology, Secondary Education Administration and, Teaching Methods and Curricula.