Cognitive perceptions of the students of the College of Education at the University of Saba Region about the teaching and learning process

Abstract

The study aimed to know the cognitive perceptions that the students of the Faculty of Education at the University of Saba Region have about the teaching and learning process. The study followed the descriptive approach, and to achieve the goal of the study, a list of cognitive perceptions was prepared that includes the constructivist dimension and the behavioral dimension, consisting of (20) paragraphs for the constructivist dimension, and (16) paragraphs for the behavioral dimension distributed over three domains(teaching and learning, the teacher, and the learner), and after Authenticity check The stability of the list was applied to a sample of (146) male and female students from the College of Education at the University of Saba Region.

The study showed the following results: students have structural and behavioral cognitive perceptions about the teaching and learning process. The study revealed statistically significant differences in the structural dimension attributed to the specialization variable in favor of the humanities departments. It also showed statistically significant differences in the structural dimension attributed to the gender variable, favoring females. Furthermore, the study indicated no statistically significant differences in the behavioral dimension attributed to the specialization variable or the gender variable. The study concluded with a set of recommendations and suggestions