El Agamey, N. (2020). Pocket technique skills development using cooperative learning Strategy. International Design Journal, 10(3), 305-318. doi: 10.21608/idj.2020.96352
Nahla El Agamey. "Pocket technique skills development using cooperative learning Strategy". International Design Journal, 10, 3, 2020, 305-318. doi: 10.21608/idj.2020.96352
El Agamey, N. (2020). 'Pocket technique skills development using cooperative learning Strategy', International Design Journal, 10(3), pp. 305-318. doi: 10.21608/idj.2020.96352
El Agamey, N. Pocket technique skills development using cooperative learning Strategy. International Design Journal, 2020; 10(3): 305-318. doi: 10.21608/idj.2020.96352
Pocket technique skills development using cooperative learning Strategy
Assistant Professor of Textile and Clothing, Faculty of Specific Education, Damietta University
Abstract
The current era is characterized by successive changes and increased knowledge that includes all areas of life, which requires those in charge of the educational process to keep abreast of these changes by providing individuals with methods that achieve them growth and progress and keeping pace with developments that have occurred without stopped. It has been proven that the learner’s participation in the educational process improves the learner’s ability to achieve and acquire skills, as the learner acquires knowledge and skills from realistic educational situations. Whereas, the recent trends in teaching clothes depend on education based on understanding and distance from the method of indoctrination and trying to involve students and their cooperation in the educational situation, so, a cooperative learning strategy was chosen because it is a form of classroom learning in which the student is the focus of the educational process, where students work within heterogeneous groups to accomplish the tasks assigned to them and to achieve common goals: through positive interdependence, face-to-face interaction, accountability for individual responsibility.Whereas, sewing techniques are among the most important basic skills that must be available to students in the colleges and departments of home economics. Objective: Developing cognitive achievement and Skill performance of some Pockets techniques among students of the Department of Home Economics of Faculty of Specific Education. Methodology: the empirical method. The study was applied on students in the first year of the Department of Home Economics, Faculty of Specific Education, The sample included a control group of 14 students, which studied the knowledge and skills associated with the pockets techniques Unit in the traditional way. The experimental group consisted of 14 students, who studied by a cooperative learning style according to the planning unit. The results showed, the effectiveness of cooperative learning strategy in developing special knowledge of pockets techniques. The results of the study showed the effectiveness of cooperative learning strategy in developing special knowledge of pockets techniques, where that a difference was found between the average scores of students of the experimental group in the pre and post applications of the cognitive achievement test ,the average of per application (13.74) and standard deviation (5.49),While, average degrees of post application (41.78) and standard deviation (2.25), and the value of "T" (27.99) and the level of significance (0.001), which indicates the presence of a statistically significant difference between the two applications, the pre and post applications of the cognitive achievement test in favor of the post application. On the other side, the average score for students of the experimental group increased from the control group in the post-application of the skill test. where, the average scores for the experimental group in the main skills ranged between (4.56 - 4.79) and the values of the standard deviation ranged between (0.45 - 0.51), while ,the mean averages of degrees, As for the results of the skill test as a whole, the average score for students of the experimental group (4.54) and standard deviation (0.11), while, average scores were students of the control group (3.23) and standard deviation (0.33),The value of "T" (18.15) and the level of significance (0.001), which indicates a statistically significant difference between the two groups in the skill test for the benefit of students of the experimental group.
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