Interaction Between Mobile Applications Based On Spaced Learning Types And Cognitive Style

Abstract

Chemistry from subjects based on the cumulative construction of information. The study is aimed to develop the retention of learning among second-grade students in chemistry using mobile application based on spaced learning types (electronic-physical) and cognitive style (Leveling -sharpening ). The number of participants 68 students divided between 22 (girls) and 46 (boys) between the ages of (16- 17) years in a governmental language school in Egypt. The study is conducted to answer the following questions; what is the effect of Interaction between Mobile Application based on Spaced Learning types and Cognitive Style to improve retention in Chemistry for Secondary School Student? The research adopted a number of tools, achievement test (pre-post-follow up) testing consisting of (46) question and proposed program, a list of concepts for chemistry and a cognitive style scale. The results showed
that the statistically significant difference at the function levels are (0.01), (0.05) between the average grades of students of the four experimental groups and post-test and follow up test. The magnitude of the impact showed that the effect of interaction between mobile application based on spaced learning types and cognitive style came in favor of the experimental groups as follows (electronic – sharpening ) followed by experimental (physical - Leveling) followed by (physical -sharpening ) and came experimental (electronic – Leveling ) the least in the statistical function teams. The results can be explained and returned that to dividing the period into three sessions for a session of 20 minutes with a 10-minute break and diversity in the presentation of breaks between (electronic- physical).