Abstract
هدف البحث الحالی إلى التعرف على أنماط التغذیة الراجعة (نص– نص وصورة) المصاحبة للأنشطة التعلیمیة عبر الفیس بوک وأثرها فی تنمیة تحصیل الطلاب ودافعیتهم للإنجاز، وقد طبق البحث على عینة من طلاب الدبلوم العام فی التربیة ( نظام العام الواحد ) بکلیة التربیة جامعة عین شمس، واستخدم البحث الأدوات التالیة : اختبار تحصیلى، ومقیاس اختبار الدافعیة للإنجاز للأطفال والراشدین لهیرمانز إعداد وترجمة فاروق عبد الفتاح موسى ( 1991 )، وتم تطبیق الأدوات على عینة البحث قبل وبعد التجربة البحثیة، وأسفرت النتائج عن عدم وجود تأثیر فی درجات الطلاب فی الاختبار التحصیلى فی القیاس البعدى نتیجة اختلاف نمط التغذیة الراجعة المصاحب للأنشطة ( نص – نص وصورة )، ووجود تأثیر فی درجات مقیاس الدافعیة للإنجاز فی القیاس البعدى نتیجة اختلاف نمط التغذیة الراجعة المصاحب للأنشطة ( نص – نص وصورة ) لصالح المجموعة التجریبیة التى تلقت نمط التغذیة الراجعة ( نص وصورة ). This research aims at identifying the effectiveness of using different kinds of feedback (written text – written text with a picture) for social media educational activities in development students’ achievement and motivation. applied to students from general diploma in education (one year) in Faculty of Education, Ain Shams University. The research also used the instruments represented in the Achievement test and Hermans’ Achievement Motivation Test for children and adults; prepared and translated by (Farouk Abdelfattah Mousa, 1991( . Instruments were applied to the participants before and after the research. The results showed that there is no statistical significant difference in the scores of the first experimental group - that received feedback in the form of a written text - and the second experimental group - that received feedback in the form of a written text with a picture - in the achievement test. In addition, there is a statistical significant difference between the mean score of the first experimental group - that received feedback in the form of a written text - and the second experimental group - that received feedback in the form of a written text and a picture - in favor of the second group.
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