The Effect of the Adaptive Support Pattern (Brief/Detailed) in Developing Academic Perseverance Skills and Reducing Mind Wandering among Instructional Technology Students

Document Type : Original Article

Authors

1 Assistant lecturer in the Department of Instructional Technology - Faculty of Specific Education - Aswan University

2 Professor of Instructional Technology, College Vice Dean for Environmental Affairs and Community Service -Aswan University

3 Assistant Professor of Instructional Technology -Faculty of Specific Education -Minia University

Abstract

The research aimed to build a learning environment according to the two types of adaptive support (brief and detailed), and to verify the evidence of the adaptive support pattern (brief/detailed) in developing academic perseverance skills and reducing the level of research among educational technology students. The research innovations consisted of (40) students from First year students - Department of Educational Technology - Faculty of Specificity - Aswan University. The students were divided into two groups equally in the learning environment (the first group used the brief trivial adaptive support style, and the second group used the detailed diagnostic adaptive style). The results indicated that there was a difference. Statistically significant at the level of ≥ (0.05) between the means of students from the two experimental groups in the pre- and post-applications for measuring academic perseverance and measuring mental wandering for percussive communication, due to the second effect of the difference in adaptive support (brief) versus (detailed); The results indicated that there is no statistically significant difference at the level of ≥ (0.05) between the averages of the students of two experimental groups in the measure of academic perseverance. They indicate the primary effect of the difference in the style of adaptive support (brief) versus (detailed). The results also indicated that there is a statistically significant difference. At level ≥ (0.05) between average star students from two experimental seats in the wandering scale of the mental complex that is right using the joint adaptive support pattern.

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