تفاعل استراتيجية التدريس (التفاعلي الإلکتروني ـ- التقليدي) مع مفهوم الذات (الإيجابي - السلبي) وأثره في تنمية بعض مهارات التنور البصري الرقمي والتحصيل المعرفي في مقرر الکمبيوتر وتکنولوجيا المعلومات لدى طالبات الصف الأول الإعدادي

the current study aimed at investigating the nature of interaction between teaching strategy (interactive electronic vs. traditional) and self-concept (positive vs. negative) and the impact thereof on developing some digital visual literacy skills and academic achievement in the “Computer and Information Technology” course offered to first-year preparatory school students. The sample of the study included (179) female students from the population of first-year preparatory school students, distributed along four classes. To achieve this objective, the researcher developed an interactive e-book covering Part I of the “Computer and Information Technology” textbook assigned to first-year preparatory school students. The e-book was published online via an interactive teaching website especially created for this purpose. As well, the researcher developed a Teacher’s Guide detailing steps and procedures of the interactive electronic teaching strategy. A set of data collection instruments were also developed, including Indices & Standards of Designing Interactive E-books, Rubric for Evaluating Interactive E-books, Test of Digital Visual Literacy, and Test of Academic Achievement. Self-concept was assessed using Al-Ashwal’s Self-concept Scale for Children. Study tools were validated in a pilot experiment and treated statistically. Results of the study indicated that there were no statistically significant differences among mean scores (P ≤ .05) of the study groups in terms of the interaction between the teaching strategy and students’ self-concepts in the post-administration of the Test of Digital Visual Literacy  and the Academic Achievement Test, respectively. Yet, according to the results of the study, both the independent variables had significant impacts on students’ performance. A statistically significant difference existed (P ≤ .05) between mean scores obtained by students using the interactive teaching strategy compared to their peers using the traditional strategy, favoring those using the interactive strategy. As well, a statistically significant difference existed between mean scores of students with positive self-concept compared to those with negative self-concept on both visual visual literacy skills and academic achievement in computer and information technology. Recommendations of the study included providing professional development targeting the adaptation of interactive strategies, inducing positive attitudes towards developing interactive e-books, and enhancing positive self-concepts among teachers. These would undoubtedly induce positive changes in the educational system in terms of adopting and adapting new technological advancements, inducing self-regulated learning practices, and promoting digital citizenship; thus moving away from talking about learning with computer to actual educational practices utilizing computer-based instruction and other electronic resources. Likewise, the study recommended that concepts, professional practices, and ethics of digital visual literacy be embedded in curricula of both tertiary and pre-tertiary levels, which in turn would help protect future students against malpractices and undesired interventions.