The effect of different pattern of support (Teacher/Peers) in a personal learning environment on developing instructional scenario design skills among female students of the College of Education

Document Type : Summary of Master Research and PhD

Authors

1 Qassim University. Kingdom of Saudi Arabia

2 educational technology- College of Education- Qassim University- kingdom of saudi arabia- buraydah

Abstract

This research aimed to identify the effect of the different pattern of support in a personal learning environment, and to measure its effect on developing instructional scenario design skills among female students of the College of Education at King Saud University in the city of Riyadh, The descriptive analytical, systemic developmental, and quasi-experimental design methods were used for two experimental groups with pre- and post-measurements, The achievement test, observation card, and product evaluation card were used as research tools, the research sample consisted of (60) female students who were divided equally at random into two groups, one taught using a teacher support-based personalized learning environment, and the other using a peer support-based learning environment, the research results revealed a statistically significant difference at a significance level of (0.05 ≥ α) between the mean scores of the post-application of the achievement test, observation card, and product evaluation card in favor of the second experimental group taught using a peer support-based personalized learning environment. In light of the research findings, a number of recommendations and proposals related to these results were presented.

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