تأثير الفصل المقلوب المدعم بالواقع المعزز على الصمود النفسي لدى الطلاب ذوي صعوبات التعلم في المرحلة المتوسطة
الكلمات المفتاحية:
الفصل المقلوب، الواقع المعزز، بقاء أثر التعلم، صعوبات التعلم، مهارات القراءة
الملخص
هدفت الدراسة إلى تطوير نموذج مقترح للتعلم المقلوب المدعم بالواقع المعزز، وقياس فاعليته في تنمية الصمود النفسي لدى طلاب ذوي صعوبات التعلم في القراءة بالمرحلة المتوسطة. اعتمد البحث على المنهج شبه التجريبي للكشف عن الفاعلية الكمية للنموذج. وتكونت عينة الدراسة من (60) طالبًا من طلاب المرحلة المتوسطة بمدينة الرياض، تم توزيعهم عشوائيًا إلى مجموعتين: تجريبية (30 طالبًا) درست باستخدام الفصل المقلوب المدعم بالواقع المعزز، وضابطة (30 طالبًا) درست باستخدام الفصل المقلوب بدون الواقع المعزز. طورت الدراسة مقياس للصمود النفسي. وفيما يتعلق نتائج الصمود النفسي، فقد أظهرت النتائج فروقًا دالة إحصائيًا بين المجموعتين لصالح المجموعة التجريبية التي استخدمت الفصل المقلوب المدعم بالواقع المعزز، حيث سجل الطلاب تحسنًا في المرونة (28.3 مقابل 23.3)، مواجهة التحديات (28.37 مقابل 22.07)، الكفاءة الشخصية (28.53 مقابل 22.1)، المساندة الاجتماعية (28.3 مقابل 21.33)، والقيم (27.73 مقابل 20.8). كما بلغ معدل الكسب المُعدّل (MG) لإجمالي الصمود النفسي 1.62 في المجموعة التجريبية، مقابل 1.13 في الضابطة، مما يعكس تفوق النموذج في تعزيز الصمود النفسي. أوصى البحث بدمج الفصول المقلوبة المدعمة بالواقع المعزز في مناهج طلاب صعوبات التعلم، وتقديم برامج تدريبية للمعلمين لتفعيل هذه التقنية بفعالية في تحسين الصمود النفسي.
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منشور
2025-03-08
كيفية الاقتباس
أ.ريان بن سعد بن دعجم, د. فهد بن سليم سالم الحافظي, & أ.د. وليد بن سالم محمد الحلفاوي. (2025). تأثير الفصل المقلوب المدعم بالواقع المعزز على الصمود النفسي لدى الطلاب ذوي صعوبات التعلم في المرحلة المتوسطة. Journal of Educational and Human Sciences, (43), 355-379. https://doi.org/10.33193/JEAHS.43.2025.614
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 أ.ريان بن سعد بن دعجم , د. فهد بن سليم سالم الحافظي , أ.د. وليد بن سالم محمد الحلفاوي
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