شبكة المعلومات العربية التربوية

The present study aimed at verify the effect of the interaction between the time display visual stimuli, and the method cognitive achievement in material Fiqh among middle school students, and to achieve this goal, the researcher set of procedures, were used measure of cognitive style (Impulsivity - Reflectivity) for Hisham al-Kholi, and apply it to sample of second grade average students (n = 98), where possible diagnosis (45), asking them that they are special to this measure, was the number reflectivity (22) Students and the number of Impulsivity (23), and using the experimental method was these students distributed into four experimental groups, so that each cognitive style groups represented him considering one by software multimedia accompanied by visual Stimuli (for ten seconds) and the second is considering the same method with a different time (18 seconds), and therefore the study sample were divided into four experimental groups according to the time display visual stimuli (1018 seconds) and the method of knowledge (Impulsivity - Reflectivity) And applied to the four groups Achievement in material Fiqh test has been verified sincerity and persistence, came the results of the study indicate that there are statistically significant differences at (α ≤ 0.05) between the two measurements pre and post in favor of telemetric in all experimental groups, while there was no effect statistically significant between the time of presentation of stimuli (10-18 seconds) and the method of knowledge (Impulsivity - Reflectivity) on academic achievement in the subject of jurisprudence, and in the light of these findings might provide a set of research recommendations, including: interest in the development decisions of forensic science, including material Fiqh using multimedia, which proved effectiveness of learners with different learning style So that the validity period of more than 18 seconds, As well as providing scientific content of Forensic Sciences in general, special and Fiqh according to cognitive style characteristic of learners at different levels of education. (Published Abstract)