فاعلية برنامج مقترح لمهارات التدريس الفعال قائم على التعلم المستند للدماغ في تنمية مهارات التنظيم الذاتي والطموح الأكاديمي لدى طالبات كلية الإقتصاد المنزلي، جامعة المنوفية
This research aimed to examine the effectiveness of a proposed Effective Teaching Skills Program based on Brain-Based Learning in Developing Self-Regulation Skills and Academic Ambition among a sample of (60) female students enrolled at 2nd level of educational section at Faculty of Home Economics Menoufia University. In the light of the main aim of the research quasi-experimental method (of pre- post-test design) was applied, in addition to the descriptive method, the following tools were prepared: (Self-Regulation Skills Scale, and Academic Ambition Scale). Results revealed that: 1) there is a statistically significant difference at (p< 0.01) between the research sample female students' mean scores in the "pre- and post-tests" of Self-Regulation Skills Scale as a whole, and its subskills, in favor of the post-test; 2) there is a statistically significant difference at (p<0.01) between the research sample female students' mean scores in the "pre- and post-tests" of Academic Ambition Scale as a whole, and its dimensions, in favor of the post-test; 3) and that there is a statistically significant positive correlation between the research sample female students' mean scores of the post-test on both of Self-Regulation Skills Scale and as a whole, and its sub-skills, and on Academic Ambition Scale as a whole, and its dimensions. Thus, the proposed brain-based learning program of effective teaching skills was proved to be effective in developing self-regulation skills and academic ambition among the sample of female students. In the light of the research results, the researcher recommends reviewing courses of student- teacher preparation at Faculty of Home Economics Menoufia University to support effective teaching according to brain-based learning principles and procedures. (Published abstract)