فاعلية برنامج تدريبي قائم على مستويات المعرفة وبعض أبعاد البنية المعرفية في تحسين المخيلة المعرفية لدى الطلاب العاديين والمكفوفين المدمجين بالمرحلة الإعدادية
The current study aimed to identify the effectiveness of a training program based on levels of knowledge and some dimensions of the cognitive structure in improving the cognitive imagination of ordinary and blind students who are integrated in the preparatory stage, and the study problem has crystallized in the following main question, what is the effectiveness of a training program based on levels of knowledge and some dimensions of the structure Cognitive improvement in improving the cognitive imagination of ordinary and blind students who are integrated in the preparatory stage. The semi-experimental approach has been relied upon because it is the most appropriate for this study, and the study tools consisted of the cognitive imagination scale, with two dimensions, the tactile imagination, the auditory imagination, and the training program, both of which were prepared by the researcher. Those enrolled in the preparatory stage at Al Ain Education Office, in the United Arab Emirates. The researcher used the following statistical methods, the Cronbach Alpha- coefficient, the Pearson correlation coefficient, the Mann Whitney test, the effect size factor ETA 2, and the results of the study showed the following: There are statistically significant differences between the mean scores of the control group and the experimental group in both the post-measurement and the follow-up of the cognitive imagination. There are statistically significant differences between the average grades of the ordinary and the blind in the experimental group in each of the pre, post and follow-up measurement of the cognitive imagination. There are statistically significant differences between the averages of the ranks of the pre-, post- and tracer- scales of the response of the experimental group to the cognitive imagination. The effectiveness of the training program based on levels of knowledge and some dimensions of the cognitive structure in improving the cognitive imagination of ordinary and blind students who are integrated in the preparatory stage. The results were interpreted through the theoretical framework and studies related to the study, and through the findings of the study, the researcher recommended a set of recommendations and proposals. (Author’s abstract)