مستوى إتقان طلبة الأقسام العلمية بكلية التربية والعلوم بجامعة إقليم سبأ للمفاهيم التربوية د. محمد حسين احمد خاتم

Abstract This research aimed to determine the level of mastery of pedagogical concepts among students of the Scientific Departments at the College of Education and Science, Saba Region University. The research adopted a descriptive-analytical research design and employed a criterion-referenced achievement test, developed based on an 80% mastery criterion, as the research instrument. The sample consisted of 41 students majoring in Chemistry, Physics, Biology, and Mathematics. The findings revealed that the participants obtained an overall mean score of 25.18 out of 36, representing a relative weight of 69.92%, which was below the predetermined mastery criterion. The proportion of students who achieved the mastery criterion was 46.3%. Among the six domains, Curriculum and Curriculum Analysis achieved the highest relative weight (75.96%), whereas Educational Psychology recorded the lowest (62.80%). The results further indicated no statistically significant differences in the mastery of pedagogical concepts attributable to academic specialization. The research recommends revising educational courses to strengthen students' acquisition of pedagogical concepts, expanding opportunities for practical application, adopting active teaching strategies, training faculty members in the use of criterion-referenced assessment, and implementing periodic criterion-referenced achievement tests to monitor students' mastery of pedagogical concepts. Keywords: Pedagogical Concepts; Mastery; Criterion-Referenced Assessment; Scientific Departments; College of Education and Science.

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