Egyptian Middle School Teachers' Perceptions of the Effect of Hendy's 4Cs Model on Students' Learning Engagement

Autor/in	Hendy, Mohamed H.
Titel	Egyptian Middle School Teachers' Perceptions of the Effect of Hendy's 4Cs Model on Students' Learning Engagement
Quelle	7 (2017) 2, S.55-64 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2249-6947
Schlagwörter	Learning Theories; Middle School Students; Teaching Methods; Learning Processes; Teacher Attitudes; Models; Learner Engagement; Foreign Countries; Rating Scales; Instructional Effectiveness; Context Effect; Middle School Teachers; Constructivism (Learning); Cognitive Processes; Test Reliability; Test Validity; Egypt + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerverhalten; Analogiemodell; Ausland; Rating-Skala; Unterrichtserfolg; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Testreliabilität; Testvalidität; Ägypten
Abstract	There are many learning theories that have come to explain how people process, think, learn, and apply information. Among those theories are contextualism, connectivism, constructivism, and cognitivism. Those four theories have been taken as references of the current proposed Hendy's 4Cs (contextualizing, connecting, constructing, cognitivizing) model for teaching and learning. The model is like a mental journey that takes learner from exploration of ideas and concepts to meaningful learning and long-term memory. Based on importance of teachers opinions towards what can be used logically and really inside classrooms, the current study aimed at identifying middle school teachers' perceptions of effects of the 4Cs model on students' learning engagement. To investigate this main purpose, five sub-questions related to student intellectual, emotional, behavioral, social, and cognitive engagement were presented and interpreted through the study. A five section research scale (regarding the kinds of engagement) was developed and controlled regarding the validity and reliability. After administering the research tool to a random sample of middle schools teachers, the research data were analyzed; and then some recommendations were presented based on study results. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01