Using Zimmerman Model in Teaching Psychology For Developing Self-Efficacy and the Retention of the Learning Effect for Visually Handicapped Secondary School Students

Prepared by

Asmaa Saied Mahmud Hafez

Supervised by 

Prof.Dr.

 Osama Arabi Mohammed Amaar

Prof.Dr.

 Shaaban Abd Al Azim Ahmed

The Research noticed that the visually disabled students at Al – Nour secondary school have a noticeable decrease in self- efficacy –so, the research started to review literature related to this problem.

Moreover, the researcher interviewed informally some of the psychology supervisors to know to what extend the psychology teachers use the modern strategies while teaching psychology including Zimmerman model with the secondary school students especially the visually – disabled ones.

The results show that the psychology teachers focus on the usual methods of teaching these methods depend on the teachers presentation without any positive roles the learners just receive information by listening, and these methods depend on prompting and memorization. These methods never help students to achieve proficiency quick learning or even to double their achievement.

Hence, the study problems is represented in the low level of the visually- disabled secondary school graders in self-efficacy an the retention of learning effect.

The Research objectives:

1-Increusing the visually –disabled second secondary- stage graders’ self efficacy in psychology curriculum by using Zimmerman model

2- Increasing the visually – disabled 2^nd secondary – stage graders’ retention of the learning effect in psychology by using Zimmerman model.

The Research questions:

This study tries to answer the main question which is = what is the effect of using Zimmerman model in teaching psychology on developing the visually – disabled secondary – stage graders’ self- efficacy and the retention of the learning effect.

This question is branched into some other questions:

1- What is the effect of using Zimmerman model in teaching psychology for developing the visually –disabled secondary – stage graders’ self efficacy.

2- What is the effect of using Zimmerman model in teaching psychology for developing the visually –disabled secondary – stage graders’ retention of the learning effect.

The importance of the Research

The importance of this Research is represented in:

- The theoretical importance this current study may be useful in presenting a theoretical

- Frame about Zimmerman the social cognitive model, self – efficacy, the retention of the learning effect, secondary visually- disabled graders.

-Practical Importance

This Research may be useful for:

Students:

The Zimmerman model may help secondary- stage visually – disabled graders in developing their self- efficacy and the retention of the learning effect.

Teachers:

Following the modern educational trends that focus on the learning as a main member in the educational process through using self – regulated beaded by Zimmerman model as one of the most important and effective models in developing self- efficacy and the retention of the learning effect.

Curriculum Designers:

Arousing the curriculum designers and especially the psychology curriculum designers and provided them with situations, exercises that develop self- efficacy and the retention of the learning effect.

Researchers:

This current study is expected to help researchers to do many other researches about using the social cognitive Zimmerman model in teaching other subjects.

-Limitations:

This Research is limited to:

- The social cognitive Zimmerman model of self- regulated learning with its main three stages:

- Preparation performance and mediation.

- Units two and three of 2^nd secondary psychology curriculum.

- Motivation and emotions in our daily life and the cognitive processes.

- A Group of 2^nd secondary visually disabled students.

- The study tools and subjects first the study subjects.

- A Teachers guide in the units:

“Motivations and emotions in our daily life and the cognitive.

Processes” according to Zimmerman learning model “prepared by the research”.

- The students activities notebook in the units: motivations and emotions in our daily life and the cognitive processes " prepared by the researcher.

- Second: the measuring tools.

- A Self –Efficacy scale “prepared by the researcher”

- An Achievement test on the units “motivations and emotions in our daily life and the cognitive processes” repared by the researcher

- The study procedures to answer the main question which is : what is the effect of using Zimmerman model in teaching psychology on developing the secondary –stage visually –disabled graders self – efficacy and the retention of the learning effect, the researcher is going to follow these steps:

- Reviewing literature related to Zimmerman model, self- efficacy and the retention of the learning effect.

- Analyzing the content of the two units motivations and emotions in our daily life and the cognitive process

- Preparing teachers guide to tell how to use Zimmerman, model in teaching psychology to develop self- efficacy and the retention of the learning effect.

- Preparing an activities notebook and exercises for the 2nd secondary visually- disabled   graders in psychology on the two units:

“motivations and emotions in our daily life and the cognitive processes.

- Preparing a self – efficacy scale and an achievement test to measure the retention of the learning effect.

- Presenting the scale and the test to a group of judges and making the suitable amendment according to their recommendations to get its final form

- Applying the scale and the test on an explorabry group to make sure of their validity, reliability, and required time for applying them.

- Applying the pre-measuring tools on the study group

- Teaching the two units using Zimmerman model to the study group.

- Applying the post- measuring tools on the study group.

- Monitoring the results and processing them statistic ally.

- Analyzing the results and explaining them to measure the effect of Zimmerman model on developing self- efficacy and the retention of the learning effect.

- Making recommendations for further researches.

- Research Results:

 This Research found out that:

- There is astatically significant difference at the level of (0.05) between the average scores of the students in the pre –post measuring of self – efficacy favoring the post application, and that “z” (2.53) and “r” (0.632) and it is considered a big value. This reflects the effect of using Zimmerman model in teaching psychology on developing self – efficacy.

-There is no statistically significant difference between the average of the study group in both the post and delayed application of the delayed test favoring the post application, and that “z” (1.63) and it is statistically non significant value, and this shows the effectiveness of using Zimmerman model in teaching psychology for the retention of the learning effect.

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