The Reality of Learning Motivation among Gifted Students in Light of Active Learning Strategies

Abstract

The study describes the reality of learning motivation among students of the Faculty of Educational Sciences at Irbid National University in light of Active Learning Strategies. The study used the descriptive-analytical approach. The study sample was chosen using a simple random sampling method. The results showed that the reality of Active Learning Strategies (effective learning) received a high degree with a mean of 4.22. Also, there was no statistically significant difference due to the gender variable in all domains and the total degree except for learning strategies. The differences came in favor of females. In light of the current results, the study recommended using Active Learning Strategies in teaching students due to their importance in increasing students' motivation, as well as directing faculty members to increase and excite students' motivation to learn.