The Effect of SWOM Strategy Training on Reflective Thinking Skills and Academic Buoyancy among First-year Female Students enrolled in Faculty of Home Economics at Al-Azhar University

Elsayed, Nabil; Elsafty, Marwa

doi:10.21608/jsre.2021.146127

The Effect of SWOM Strategy Training on Reflective Thinking Skills and Academic Buoyancy among First-year Female Students enrolled in Faculty of Home Economics at Al-Azhar University

Document Type : Original Article

Authors

Nabil Elsayed ¹
Marwa Elsafty ²

¹ Department of Educational Psychology, College of Education, Al-Azhar University

² Department of Home Economics (Educational Division), Faculty of Home Economics, Al-Azhar University

10.21608/jsre.2021.146127

Abstract

Abstract:
The current research aimed at investigating the effect of SWOM strategy Training on reflective thinking skills and academic buoyancy among a sample of first-year female students (general division) enrolled in the general division, Faculty of Home Economics, Al-Azhar University in Nawag.
The participants were selected in two stages. The first stage represented the pilot sample which was to verify the psychometric properties For search tools . It was (41) female students whose age ranged between 19 and 20 years. The second stage represented the basic sample and was composed of (61) female students whose age ranged between 19 and 20 years and were divided into two groups: experimental (30 female students) and control (31 female students). The two groups responded to the following instruments: reflective thinking skills scale , academic buoyancy scale, and verbal intelligence test. In addition, the experimental group participated in training sessions based on SWOM strategy and responded to a self- assessment form for each session.
Analyzing the data statistically by using paired – samples T – test, independent – samples T – test and effect size (Eta squared), the research revealed that there were statistically significant differences at (0.01) level between the mean scores of the students of the experimental group in the pre and post-tests of reflective thinking skills (the total score and each skill separately) and academic buoyancy dimensions (the total score and each dimension separately), in favor of the post-test. Moreover, there were statistically significant differences at (0.01) level between the means scores of the students of the experimental group and those of the control group in the post-test of reflective thinking skills (the total score and each skill separately) and academic buoyancy dimensions (the total score and each dimension separately), in favor of the experimental group. In the light of these results, the researchers recommended making use of SWOM strategy to facilitate and improve the students' reflective thinking skills and their academic buoyancy.

Keywords

Main Subjects

Educational psychology

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