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اثر تدريس قواعد اللغة العربية بالطريقة التوليفية في التحصيل وانتقال اثر التعلم والاحتفاظ به لدى طالبات الصف الخامس الادبي == The Effect of Teaching Arabic Syntax Using The Eclectic Method On The Rchievement Learning Transfer And Retention of The 5 Th Literary Class Female Students
Author name:
شذا مثنى علوان الجشعمي
Supervisor name:
عادل عبد الرحمن نصيف العزي | مكي نومان الدليمي
General topic:
Educational Sciences
Specific topic:
Methods of Teaching Arabic Language
Degree:
Master
University:
University of Diyala - Faculty Of Basic Education
Language:
Arabic
University location:
Diyala
First pages:
05T2553 - p.pdf
Abstract:
ان اللغة العربية من اللغات الحية، وهي لغة القران الكريم، ووعاء تراثنا الحضاري، واساس وحدة الامة، ومراة حضارتها، ومن ابرز مشكلاتها التي ظهرت في مؤسساتنا التربوية، ضعف الطالبات في مادة قواعد اللغة العربية، وقد عزيت بعض اسباب هذا الضعف الى طرائق التدريس ال | Arabic grammas is taugth by using different methods. Such as the inductive. deductive , text and eclectic methods. The eclectic method concentrates on the activity of the learner. Because of the different.Results of the previous studies to know the effect of methods mentioned above in teaching the Arabic language , the researcher decided to carru out her experiment in the field of Arabic believing that this field needs more studies to find out the effect of the eclectic method in the achievement of female students. It also aims at knowing the transfer of learning in the Arabic Grammar. The following ther hypotheses were set : 1. Ther is no meaningful statistical difference between the mean of the marks of the students taught by using the eclectic method and of those taugth grammar by using the text method.2. There is no meaningful statistical difference between the mean of the marks of the students taught grammar by using the eclectic method and of those taugth grammar by using the text method in testing the trans for of learning.3. There is no meaningful statical difference between the mean of the students taught grammar by using the eclectic method and of thos taugth grammar by using the text method in testing the retention of learning. In order to achieve the aim of the study, the researcher chose an experimental design for the two groups (the experimental and the control). She chose um salama Secondary School for Girls and Fatima AL - zahraa Secondary School for Girls from among the secodary School in the center of Diyala province. She randomly chose the first school as experimental and the second as control. The total number of the study sample was 70 students ; 35 students in the experimental group and the other 35 in the control group. The students in both groups were equalized statized statisically by using the (T.Test) for two independent somples in the following variables : age, the students , marks of Arabic in the final exams in the 4 th year secondary. Che Spuare was used for the learning achievement of the students ‘ fathers and mothers. After pinpointing the subjects to be taught by the researcher during the experiment (7 subjects), she prepared plans to them to specialized experts. Then, the plans were yewritten according to the notes of these experts. In order to measare the axhievement of the students of both groups in the seven subjects taught by the researcher herself , she prepared an achievement post - test of 30 multiple - choice testing items and completion type. She prepared many sydjects in expression for the measuring of learning transfer which were presented to a group of experts. After the completion of the experiment that continued for eight weeks , the achievement post - test was carried out. Then the test of learning tranfer and the test of retention of learning were both applied. The analysis of the resutts has shown the following : 1. Ther is a meaningful statistical difference at the level of (%0.5) between the mean of the students achievement in both groups for the benefit of the experimental group taught by the ecleatic method.2. There is no meaningful statistical difference between the mean of the marks of the students ‘ marks of both groups in the test of the transfer of learning.3. Ther is a meaningful statistical difference at the level of (%0.5) between the mean of the marks of the students of both groups in the retention of learning for the benefit of the experimental group taught by the eclectic method. In the light of the results of this study , the researcher hes concluded that the use of the eclectic method in teaching Arabic Grammar makes the achievement and retention of the students of the 5 th literary stage better than those tanght by using the traditional method (the text method). She also recommends training secondary school teachers of Arabic in how to use the eclectic method in teaching Arabic Grammar through the publications and periodicals issued by. The ministry of Education. She suggests carrying out similar studies in different stages of learning
Summary:
05T2553 - A.pdf
References:
05T2553 - R.pdf
