The Effect of TASC Wheel on Developing Self-Directed Learning Readiness and Academic Self Efficacy on a Sample of 7th Graders in Jordan

Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html

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15

Foreign Countries; Learning Readiness; Grade 7; Psychometrics; Independent Study; Statistical Analysis; Experimental Groups; Self Efficacy; Middle School Students; Thinking Skills; Academic Achievement; Measures (Individuals); Control Groups; Teaching Methods; Cognitive Style

0013-1172

This study aimed to investigate the impact of Thinking Actively in Social Contexts (TASC Wheel) on developing self-directed learning readiness and academic self efficacy on a sample of seventh graders in Jordan. To achieve this objective, the researchers administered, after investigating their psychometric properties, a self-directed learning readiness scale consisting of (41) items, and a self efficacy scale consisting of (30) items to a sample of (73) seventh grade students. The study sample was divided into two groups, the experimental group, using TASC wheel strategy, and the control group. Using analysis of covariance (ANCOVA), results of the study showed statistically significant differences between the two groups on self directed learning readiness scale only, and on the majority of its subscales, in favour of the experimental group. The study ended with some recommendations aimed at activating TASC wheel strategy, in different areas, and various levels.

As Provided

18

2016

EJ1095387