نوع المستند : المقالة الأصلية
المؤلفون
1 باحثة دكتوراه، تخصص المناهج وطرق التدريس العامة، قسم المناهج وطرق التدريس، كلية التربية، جامعة الملك سعود
2 أستاذ المناهج وطرق التدريس العامة المشارك في كلية التربية جامعة الملك سعود
المستخلص
عنوان المقالة [English]
المؤلفون [English]
This study aimed to investigate the effect of using the growth mindset methodology on the academic achievement of twelfth-grade female students in English language in Riyadh, Saudi Arabia. The research problem arose from the low achievement levels in English despite educational efforts, prompting the need for innovative teaching practices that enhance students’ motivation and perceptions of learning. The study adopted a quasi-experimental design, with a sample of 42 female students divided into two groups: an experimental group taught using the growth mindset approach and a control group taught through traditional methods. A validated and reliable achievement test was used to collect data. The findings revealed statistically significant differences in favor of the experimental group, indicating the effectiveness of the growth mindset strategy in improving academic performance. The study recommends integrating growth mindset principles in teacher professional development programs and designing classroom activities that encourage students to face challenges and take ownership of their learning.
Keywords: Growth mindset, academic achievement, English language, secondary school, constructivist education, effective teaching.
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