The effect of a training program based on educational scaffolding in developing media literacy skills for students of educational media (Quasi-experimental study)

Document Type : Original Article

Author

Assistant Professor of Department of Educational media - Faculty of Specific Education- Mansoura University

Abstract

    The modernization of the educational and educational process has gone beyond the stage of controversy and discussion and has become a very important task entrusted to educational and educational institutions and a vital requirement to bring about media efficiency and provide protection in light of the media’s control over society and the high rates of media consumption in an era invaded by technology, digital and media without borders, so it is necessary to rely on theories and strategies Modern educational to provide the learner with the capabilities and skills necessary to keep pace with the era of media sovereignty, and the educational scaffolding theory is one of those modern theories and strategies that provide a facilitating environment for learning, and it is one of the strategies based on the constructivist theory that enables students to acquire Improving and activating skills instead of focusing on learning knowledge only. From this point of view, the current research attempted to study the educational scaffolding theory as one of the modern educational strategies and educational theories that are pioneers in developing the educational and educational process, and to try to explore the extent of its effectiveness in achieving media learning and development. Media education skills for students, and then the problem of the current research was determined in the main question: What is the effectiveness of a training program based on educational scaffolding for developing media education skills for students of educational media? Educational scaffolding from the students’ point of view, and they were applied to an experimental sample of educational media students consisting of (40) students, and the results concluded that there were statistically significant differences between the mean scores of students in the two applications, the pre and post applications, with regard to media education skills as a whole, in favor of the post application, where the values ​​of (T) A function at the level of significance of 0.001, and the existence of a medium direct relationship between the students’ scores for media education skills and their scores on the educational scaffolding theory assessment scale, where it was (0.3 < t < 0.7), which is a function at the 0.01 level, and there are statistically significant differences between the mean The students' scores in the post and follow-up application on the media education skills scale in favor of the follow-up application, where the (T) values ​​were significant at the level of significance 0.001.

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References

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