The Effect of Interaction between the Type of Electronic Support and Cognitive Style within the Programme of Simulation in Developing Skills of Instructional-Robot Programming and Motivation for Achievement in Female Students of the Special Diploma in King Abdul Aziz University

Abstract

The main intent of the study in perspective was to enhance skills of instructional-robot programming as well as motivation for achievement in female students of the special diploma in king Abdul Aziz University. The study aimed also at determining the fittest type of providing electronic support (rigid/ flexible) in order to pinpoint inherent effect on cognition and performance of instructional-robot programming as well as motivation for achievement. The study aspired also to detect the best suitable type of interaction between the type of electronic support as well as the cognitive style (dependent/ independent) of female students as per their effect on cognition and performance of instructional-robot programming as well as on motivation for achievement. The sample of the study comprised (23) female students out of special-diploma students specialized in gifted students. The researcher used the embedded-figure test (Raskin and Waltman, trans. Al-Sharqawi and Al-Sheikh), a cognitive test, a performance test, an observation card and an achievement-motivation test prepared by the researcher. Experimental treatment included two simulation programmes one of which used the (rigid) type of support. The other implemented the (flexible) type. The study manipulated the (2x2) experimental design. The sample of the study was divided into four groups according to the type of support as well as the cognitive style. Statistical analyses of the data pinpointed that there were no significant statistical differences between the groups due to the type of electronic support used in developing the skills of the instructional-robot programming as well as motivation for achievement. There was a slight effect for the interaction between the type of support used and the cognitive style as for developing cognition and performance of the instructional-robot programming as well as motivation for achievement of female students in the special diploma as represented by the sample of the study. Results were interpreted. Conclusions were reached. Recommendations were forwarded. Suggestions for further research were proposed.