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اثر استراتيجيتي التعلم التماثلي وتالف الاشتات في اكتساب المفاهيم الادبية والتذوق الادبي عند طلبة الصف الخامس الادبي == The Effect Of Homogeneity Learning And Hetrogeneity Familiarization Strategies In Acquiring Literary Tastingand Concepts Of The Fifth Year Literary Secondary School Students
Author name:
عدي عبيدان سلمان الجراح
Supervisor name:
كاظم حسين غزال
General topic:
Educational Sciences
Specific topic:
Methods of Teaching Arabic Language
Degree:
Doctorate
University:
Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching Methods
Language:
Arabic
University location:
Baghdad
First pages:
05T2870 - p.pdf
Abstract:
هدف البحث الى تعرف ( اثر استراتيجيتي التعلم التماثلي وتالف الاشتات في اكتساب المفاهيم الادبية والتذوق الادبي عند طلبة الصف الخامس الادبي ). ولتحقيق ذلك اختار الباحث عينة بلغت ( 188 ) طالب وطالبة من طلبة الصف الخامس الادبي في اعدادية ( الشيخ الطوسي ) | This research aims at Knowing " the effect of homogeneity Learning and hetrogeneity familiarization strategies in acquiring literary tastingand Concepts of the Fifth Year Literary high secondary school students" To achieve the aim a sample of( 188 ) students from ( AL - Shaikh AL - Tosy ) secondary high school for boys and ( AL - F awatom ) secondary high school For girls. The sample was randomly distributed into three group two experimental group and one Control. The first experimental group ( consists of 64 students ) taught the literature and texts material Using the homogeneity Learning. Whereas the Second experimental group ( consists of 62 students ) taught the same materil Using the traditional way.Whereas the Third experimental group ( consists of 62 students ) taught the same moterial Using the traditional way. Mean while, the subjects of all groups are matched according to ( Age by months, Parents ‘ level of education, their marks in Arabic Language material in the previous year 2012 - 2013 , their marks in the literature and text , and the IQ test marks variables ). The researcher has controlled the extraneous variables which may affect the internal and external safety of the research. After determining the material which consisted of the literature and text textbook ( 2012 - 2013 ) , the res archer set ( 300 ) behavior , and he prepared typical Lesson plans for teaching the experimental groups. forAcquiring literary concepts, the researcher prepared a multiple choice test of five options ( the tests consists of 30 items). whereas he chose ( AL - Abidy , 2007 ) scale which consists of ( 20 ) multiple choice item to measure , The students ‘ literary tasting. The validity , reliability ,items discrimination , items difficulty , time allotted , and distracters‘ efficierxy have been achieved. Using ANOVA and t - test for two independent samples , the fallowing results have been achieved : 1 - There is a statistically significant difference at the reference level ( 0.05 ) between the mean scores of the first experimental group ( using the homogeneity learning strategy ) and those of the second experimental group (using heterogeneity familiarization strategy , and the mean score of the control group who taught the material using the traditional way of teaching in acquiring the literary concepts for the benefit of the first experimental group. 2 - There is a statistically significant difference at the reference level ( 0.05 ) between the mean scores of the first experimental group ( using the homogeneity learning strategy ) and those of the second experimental group (using heterogeneity familiarization strategy , and the mean score of the control group who taught the material using the traditional way of teaching in acquiring literary tasting for the benefit of the first experimental group. In the Light of the results , a number of recommendations , and suggest ions for further studies have been presented by the researcher
Summary:
05T2870 - A.pdf
References:
05T2870 - R.pdf
