اثر استراتيجية اعادة الصياغة في تحصيل مادة التاريخ واستبقائها لدى طالبات الصف الخامس الادبي == the effect of the re - drafting strategy in the collection of history and retention in the fifth graders literary students
Author name:
ختام عويد حسن حسين الشمري
Supervisor name:
مهدي جادر حبيب ال ناجي | فراس سليم الحسني
General topic:
Educational Sciences
Specific topic:
Methods of Teaching Social Sciences
Degree:
Master
University:
University of Babylon - Faculty Of Basic Education
Language:
Arabic
University location:
Babylon
First pages:
05T3266 - p.pdf
Abstract:
The current study aims at finding out : (the effect of the re - drafting strategy in the collection of history and retention in the fifth graders literary students)To achieve the study objective, the researcher postulated the following two null hypotheses : 1. There is no statistically significant difference at (0.05) between the average score of the students of the experimental group who study the history of Europe and modern and contemporary America according to the strategy of re - drafting and the average grades of the students of the control group who study the same subject in the usual way in the achievement test.2. There is no statistically significant difference at the level of (0.05) between the average score of students of the experimental group who study the history according to the strategy of re - drafting and the average grades of the students of the control group who study the same article in the usual way in the test of retention of historical information.In order to verify the validity of these hypotheses, the researcher conducted an experiment that lasted a whole semester. The experimental design (of partial control) was selected to both groups. The study was limited to fifth grade students in one of the schools of the Directorate of General Babylon Education in Babylon Governorate to represent the sample of the study. The number of female students is (62) students, and randomly, the researcher chose section A to represent the experimental group (30) students and section (B) to represent control group (32) The researcher conducted a statistical equivalence between the students of the two groups in the following variables (the age of the students in terms of months, the educational achievement of the parents, the Degrees of the history of Europe and modern and contemporary America in the test of the end of the first semester (first course) for the academic year ( 2016 - 2017), the Raven test of intelligence. The study was limited to the last three chapters (fifth, sixth, seventh) of the modern andBcontemporary history of Europe textbook to be taught for the fifth grade of the academic year (2016 - 2017)The researcher formulated (100) behavioral aims distributed according to the six levels of the Bloom knowledge classification (knowledge, understanding, application, analysis, synthesis, evaluation), In addition daily training plans were prepared for the two research groups. Two of them were presented to a selection of experts and arbitrators.With regard to the study tool, the researcher prepared an achievement test consisting of (50) paragraphs, (40) objective paragraphs of the type of multiple choice and (10) paragraphs of the article, and was extracted sincerity and stability as the coefficient of stability (0.87) (0.93). The researcher used the following statistical methods : (TI test for two independent samples, Chi - square test, difficulty coefficient and paragraph discrimination, effectiveness of wrong substitutions, Pearson correlation coefficient, Spearman - Brown corrective equation,The experiment was applied in the second semester of the year (2016/2017) as it started on Thursday (23/2/2017) and ended on Sunday (7/5/2017). The experiment lasted 8 weeks and three weekly sessions for each group. (14) days of the application of the test. The same test was re - applied to the sample to determine the extent of retention of the historical information of the students. After the analysis of the results statistically showed the superiority of the students of the experimental group who studied according to the strategy of rewriting the students of the control group who studied according to the method The difference was statistically significant at (0.05)In light of this result, the researcher concluded the following : 1. The adoption of the reformulation strategy in teaching has enabled students to be able to link their previous information with the new information they have acquired and thus increase their knowledge structure.2. The re - formulation strategy has an effective effect on increasing student achievement and increasing the retention of historical information in their memory.The researcher also made recommendations such as : C1. Instructing the teachers and teachers of the history subject not only to the usual methods and methods in the teaching process and the need to pay attention to the use of modern methods and strategies, especially the strategy of re - drafting as one of the strategies that have proved many studies effectiveness in increasing the achievement of students and students because they constitute a renewal and interesting them.2. To enrich the curricula, including the curricula of history, with modern methods and strategies that contribute to the retention of historical information.The researcher suggested some suggestions, including : 1. Conduct a similar study for the current study in other study stages.2. Conducting a study on the impact of using the re - drafting strategy in developing the skills of historical thinking among fifth graders.
