A Course Based on Connectivism to Enhance EFL Pre-Master Candidates’ Research Competences and their Academic Self-Confidence | ||||
| مجلة دراسات في المناهج وطرق التدريس | ||||
| Article 3, Volume 251, Issue 251, July 2021, Page 62-139 PDF (765.18 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mjat.2021.229428 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Amira Elamir Khater* | ||||
| Curriculum and Instruction Department Faculty of Women for Science, Arts and Education Ain Shams University | ||||
| Abstract | ||||
| ABSTRACT The present research aimed at developing a course based on connectivism to enhance EFL pre-master candidates’ research competence and measure its effect on their academic self-confidence. The research followed the quasi-experimental one group design. It followed the mixed approach method where it was divided into quantitative part where statistical analysis, using non-parametric statistics, of some questions of the pre-post research competence test and the other division was a quantitative part where the rest of the questions were analyzed qualitatively. Their academic self-confidence was measured by the implementation of a questionnaire by the end of the course. Participants were 12 EFL pre-master candidates at The Faculty of Education, Ain Shams University who were tested before the implementation of the course and re-tested after the intervention. Results showed that candidates’ research competences were enhanced in the overall scores as well as in each sub-competence, namely; stating research title & differentiating variables, differentiating introduction vs. context of problem, piloting to support problem, identifying problem, stating questions & hypotheses, collecting data, identifying design, design instruments, differentiating qualitative vs. quantitative, APA referencing. Also, the qualitative analysis of the answers of 4 sample candidates on three questions proved their improvement. Results also showed that their academic self-confidence was affected positively. | ||||
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