نمطان لعرض الفیدیو بالفصل المعكوس القائم على المبادئ الأولى للتعلیم لمیریل وأثرهما في مهارات حساب ثبات الإختبارات باستخدام برنامج spss ومهارات التنظیم الذاتي لدى طالبات تكنولوجیا التعلیم واتجاهاتهن نحوهما
The present research aims at exploring the effect of two patterns for video display at the inverse classroom based on Merrill’s first principles of instruction on calculating reliability skills by using SPSS and developing self-regulated skills in instructional technology’s female students as well as revealing their attitudes towards the value of using video display with its two patterns to achieve these aims and goals, an inverse classroom has been developed based on Merrill’s first principles of instruction, with its two patterns of video display (whole - partial). The research’s tools are: self-regulated skills measure, test used to measure the cognitive aspects, observation forms for calculating reliability by using SPSS and attitudes measure to explore the attitudes of female students included in the research’s sample towards the value of using the two patterns of video display at the inverse classroom. The research’s sample consisted of a total number of (26) of 4th grade female students at the department of Instructional and Information Technology, College of Women, Ain Shams University in the academic year 2017-2018. They are divided into two experimental groups. The first experimental group received education with wholly video display pattern while the second one received education with partial video display pattern. Research’s findings showed that there are no significant differences between the two experimental groups on the post-test in relation to the test used to measure the cognitive aspects, reliability calculation skills by using SPSS and the explanation of the results of the statistical analysis tables, moreover the research’s findings revealed that the use of the inverse classroom based upon Merrill’s first principles of instruction with its two patterns of video display (partially - wholly) helped in increasing the cognitive aspects for both the experimental groups on the posttest as compared to the pretest used to measure the cognitive aspects. The findings also indicated that there are no statistically significant differences on the posttest between the two experimental groups in relation to the self-regulated skills measure as a whole or for each one of its dimensions individually. However, the research findings revealed that there are statistically significant differences between the pre-test and the post-test in relation to the skills of learning strategies and tasks management, help seeking and self-efficiency and those differences tilt in favor of the first experimental group based upon the post-test scores. Furthermore, the research’s findings showed that there are statistically significant differences between the pre-test and the post-test taken with all dimensions collectively or each dimension individually, in relation to organization and the use of cognitive strategy and those differences tilt in favor of the second experimental group based upon its post-test scores. Finally, the findings revealed that the female students in both experimental groups have positive attitudes towards the high value of using video display with its two patterns (partial or whole) at the inverse classroom based upon Merrill’s first principles of instruction. (Published abstract)