نوع المستند : المقالة الأصلية
المؤلفون
1 دكتوراه الفلسفة في المناهج وطرق التدريس العامة، قسم المناهج وطرق التدريس، كلية التربية، جامعة القصيم
2 أستاذ المناهج وطرق التدريس، كلية التربية، جامعة القصيم
المستخلص
عنوان المقالة [English]
المؤلفون [English]
The study aimed to identify evidence-based practices in light of a meta-analysis of research in the field of Islamic studies conducted between 1432 AH and 1442 AH. To achieve this aim, the meta-analysis methodology was adopted. The study sample consisted of 194 theses and 13 peer-reviewed research papers. A specialized evaluation rubric was developed to assess the quality of experimental studies included in the meta-analysis. The findings revealed that the most effective evidence-based teaching practices for students were digital storytelling, followed by reciprocal teaching, and then electronic mind mapping. Based on these findings, the study recommended that those responsible for teacher preparation and professional development programs in Islamic studies work to improve instructional practices by incorporating evidence-based strategies, informed by the results of this meta-analysis. The study also recommended that Islamic studies teachers enhance their teaching practices by participating in professional development programs grounded in evidence-based methods. Furthermore, the study called on university library deanships in Saudi Arabia to facilitate electronic access to academic theses, enabling researchers and educators to benefit from them in identifying effective evidence-based instructional practices.
Keywords: Mind Mapping, Evidence, Meta-analysis, Islamic Studies, Reciprocal Teaching.
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