The Effectiveness Of Reigeluth Elaboration Model In Developing Learning Motivation, Academic Achievement, Cognitive Reasoning, And Trend Towards Home Economics Among Preparatory Stage Female Students

Object of the study: Determining the effectiveness of Reigeluth's model in developing learning motivation, academic achievement, cognitive reasoning, and trend towards home economics of preparatory stage female students.
 
Sample of the Study:The Control Group, a sample of Arab El-Rammel Institute for Girls students, consists of 30 students; and the Experimental Group, a sample of Meet Bera Institute for Girls students, consists of 30 students.
Tools of the study:
1)      Learning motivation scale of second year prep students( by Abd El-Haleem,2017).
2)      Academic achievement test by the researcheres.
3)      Inductive thinking skills test by the researcheres.
4)      Measure of the trend towards Home Economics by the researcheres.
Results of the study: The present study revealedthe following results:-

There is a statistically significant difference at level (0.01) between average scores of students in the experimental and control groups in post application scale of learning motivation, in favour of the experimental group of students.
There is a statistically significant difference at level (0.01) between the score average of the experimental and the control group of students in post application achievement test, in favour of the experimental group.
There is a statistically significant difference at level (0.01) between the score average of the experimental and the control group of students in post application test in indicative thinking skills, in favour of the experimental group.
There is a statistically significant difference at level(0.01) between the score average of the experimental and the control group of students in scale of trend towards home economics, in favour of the experimental group.
There is a statistically significant difference at level (0.01) between pre-application and post-application of scale of learning motivation, in favour of post application on the experimental group.
There is a statistically significant difference at level (0.01) between pre-application and post-application of in home economics achievement tests, in favour of post application on the experimental group.
There is a statistically significant difference at level (0.01) between pre-application and post-application of cognitive reasoning skills, in favour of post application on the experimental group.
There is a statistically significant difference at level (0.01) between pre-application and post-application of scale of trend towards home economics in favour of post application on the experimental group.