أثر استراتيجية التعلم المتباعد في ببيئة تعلم المدمج على التحصيل المعرفي وتنمية التفكير الرياضي للطلبة ذوي صعوبات التعلم بالمرحلة المتوسطة بدولة الكويت

Abstract

The current study seeks to investigate the influence of a learning approach spaced in a mixed e-learning environment on cognitive success and mathematical thinking development in students with middle school learning difficulties in Kuwait. The study included (50) sixth-grade students from intermediate schools in Kuwait that specialize in teaching individuals with learning disabilities. The study addressed the research issue (ratio and proportionality), as well as the e-learning environment allowed by the Ministry of Education in Kuwait, Microsoft tames, and then taught the research sample. Spaced Learning (SL) involves three repeats of the same cognitive notion within a single teaching encounter, separated by two 10-minute periods in which activities unrelated to the lesson subject are supplied to activate brain pathways to retain knowledge with long-term memory. The study then created a distance post-test as well as a skillful performance note card for mathematical thinking skills. The findings revealed that the blended e-learning environment based on the spaced learning technique enhanced performance and increased the degree of skill performance observation for students with learning difficulties (LD).