The impact of the sequential adaptive content delivery approach on the development of academic self-efficacy among educational technology students | ||
| مجلة البحوث في مجالات التربية النوعية | ||
| Volume 9, Issue 49, November and December 2023, Pages 553-576 PDF (741.24 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/jedu.2023.239065.1942 | ||
| Author | ||
| احمد سيد فهمي محمد* | ||
| كلية التربية النوعية جامعة المنيا | ||
| Abstract | ||
| The aim of this study was to investigate the impact of the sequential adaptive content delivery approach on the development of academic self-efficacy among educational technology students. The experimental treatment consisted of a learning environment based on the sequential adaptive content delivery approach. The measurement tools included an academic self-efficacy scale. The research experiment was conducted on a group of 30 male and female students from the second year of the Educational Technology Department, Faculty of Specific Education, Minya University. The results revealed a significant impact of the sequential adaptive content delivery approach on the development of academic self-efficacy among educational technology students. This can be attributed to the sequencing and coherence in delivering the content of academic self-efficacy and learning according to their abilities. The aim of this study was to investigate the impact of the sequential adaptive content delivery approach on the development of academic self-efficacy among educational technology students. The experimental treatment consisted of a learning environment based on the sequential adaptive content delivery approach. The measurement tools included an academic self-efficacy scale. The research experiment was conducted on a group of 30 male and female students from the second year of the Educational Technology Department, Faculty of Specific Education, Minya University. The results revealed a significant impact of the sequential adaptive content delivery approach on the development of academic self-efficacy among educational technology students. This can be attributed to the sequencing and coherence in delivering the content of academic self-efficacy and learning according to their abilities. | ||
| Keywords | ||
| Sequential adaptive content delivery approach; academic self-efficacy; educational technology students | ||
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