The Effectiveness of Kolb’s Constructive Model in Developing the Depth of Chemical Knowledge among secondary school students with Diverse learning style | ||||
| International Journal of Instructional Technology and Educational Studies | ||||
| Articles in Press, Accepted Manuscript, Available Online from 13 August 2025 | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ihites.2025.386314.1244 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Eman Ghoneim 
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| Assistant Lecturer in the Department of Curricula and Teaching Methods Egypt | ||||
| Abstract | ||||
| Research Aim: Revealing the effectiveness of the Kolb Constructive Model in developing the depth of chemical knowledge among secondary school students with different learning styles., The Research Sample Consisted of (74) male and female students from the second year of secondary school at Al-Shahid Ali Ahmed El-Maliji Secondary School in Al-Santa Center, Gharbia Governorate, was selected and divided into two groups (experimental and control). The experimental group consisted of (38) students, while the control group consisted of (36) students. Research Materials & Tools: Teacher's guide based on the stages of the Kolb Constructive Model, a student activity book, the Kolb Learning Styles Inventory, and a test of depth of chemical knowledge. The test was applied before and after the experiment to both research groups. Research Results: showed statistically significant differences between the mean scores of the students in the experimental and control groups in the post-application of the depth of chemical knowledge test. The results also indicated that the acquisition of chemical knowledge depth levels was affected by the different learning styles of the students. The results showed that the dominant learning style among high-achieving students in the depth of chemical knowledge test was the convergent style | ||||
| Keywords | ||||
| Kolb Constructive Model; Learning Styles; Depth of Chemical Knowledge | ||||
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