Please use this identifier to cite or link to this item: http://dspace.iua.edu.sd/handle/123456789/5583
Title: التربية الفنية وعلاقتها بالسلوك العدواني لدى بعض طلاب المرحلة الثانوية الوحدة الإدارية الأزهري محلية الخرطوم
Authors: عبد الله محمد عبد الله عجبنا
Keywords: التربية الفنية
السلوك العدواني
علم النفس التربوي
Issue Date: Jan-2021
Publisher: الخرطوم : جامعة إفريقيا العالمية - كلية التربية
Series/Report no.: العدد;9
Abstract: This research aimed at identifying the relationship between art education and aggressive behavior among secondary level students at Alazhari unit, and also identifying differences in art education and some demographic variables (gender, grade, age, and type of school). The researcher used descriptive correlational method, and a sample of (n = 100) students (50 males, 50 females) were selected through simple random sampling. The researcher designed and used two scales to measure art education and aggressive behavior, and also used the following statistical equations: one sample t-test, independent two samples t-test, pearsons correlation coefficient, and analysis of variance (ANOVA). The researcher revealed the following results: The level of art education among secondary level students at Alazhari unit was high in all axes. The role of art education was positively correlated with aggressive behavior among the students between all axes. There were differences in art education among the students in all axes according to the gender variable in favor for females, except the axes of society’s perception and curriculum area where there were no differences between males and females. There were no differences in art educations among the students in all axes according to the grade variable. There were differences in art education among the students in all axes according to the type of school variable in favor for private schools, except the axes of teaching strategies and educational aids where there were no differences. There were no differences in art education among the students in all axes except the society’s perception and curriculum area axes, where there were differences according to the age variable in favor of age 14 years. Finally, the researcher concluded with a number of recommendations and some suggestions.
URI: http://dspace.iua.edu.sd/handle/123456789/5583
ISSN: 1858 - 8956
Appears in Collections:مجلة دراسات تربوية - العدد 09 - السنة 10، يناير2021 م

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