اعلانات هامة

The aim of the research was to discover the effectiveness of the programmed self-learning strategy in learning the philosophy, achievement and impact of education, and to reveal the students' attitudes towards the program used, and the attitudes of teachers and students toward the possibility of learning philosophy according to the programmed self-learning strategy. ), Male and female (60) The results of the results were as follows: - There is no statistically significant difference between the average scores of the experimental and control groups in the tribal achievement test.

- There is a statistically significant difference between the mean scores of the experimental groups And the control in the direct post-test for the experimental group On the superiority of self-learning strategy programmed in the achievement of the method used.

-There is a statistically significant difference between the mean scores of the experimental groups

And the control in the direct post-test for the experimental group On the superiority of self-learning strategy programmed in the achievement of the method used.

- There was no difference between the mean scores of the experimental group in the post-direct test according to the gender variable. - There are differences between the average of the control and experimental groups in the delayed post-test in favor of the experimental group, indicating the superiority of the programmed self-learning strategy in retaining the learning method

- There is no difference in the attitudes of students towards the program used in the experiment

- There is no difference in the attitudes of students and teachers towards the possibility of teaching philosophy Using the programmed self- learning strategy.

هدف البحث إلى الكشف عن فاعلية استخدام إستراتيجية التعلم الذاتي المبرمج، في تعلم مادة الفلسفة، والتحصيل وأثر التعليم، والكشف عن اتجاهات الطلبة نحو البرنامج المستخدم، واتجاهات المعلمين والطلاب نحو إمكانية تعلم الفلسفة وفق إستراتيجية التعلم الذاتي المبرمج، تكونت عينة البحث من مجموعتين تجريبية (60) طالبا وطالبة، وضابطة (60) طالبا وطالبة، واستخدم الباحث مقياسا للتحصيل القبلي والبعدي و المؤجل، ومقياسا لاتجاهات الطلبة، والمعلمين، أما نتائج النتائج: - لا يوجد فرق ذو دلالة إحصائية بين متوسط درجات المجموعتين التجريبية والضابطة في اختبار التحصيل القبلي.