العلم العراقي
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نتائج البحث: 2 من أصل 2

اثر استخدام استراتيجية جيكسو (Jigsaw) في حل المسائل اللفظية لدى طالبات الصف الثاني المتوسط في مادة الرياضيات The Effect of Using Jigsaw Strategy in Solving Problems at the second intermediate female students in mathematics

اسم المؤلف: سرى حفظي رشيد
اسم المشرف: هاشم محمد حمزة الجميلي
الموضوع العام: العلوم التربوية
السنة: 2017
الموضوع الدقيق: طرائق تدريس الرياضيات
الدرجة: ماجستير
الجامعة: الجامعة المستنصرية - كلية التربية الاساسية - قسم طرائق تدريس اللغة الانكليزية
اللغة: العربية
مكان الجامعة: بغداد
الصفحات الاولى:
المستخلص: The goal of current research to identify the effect of using the (jigsaw) Strategy in solving verbal questions with second grade students in mathematics To investigate the goal of the research, the researcher developed a hypothesis of zero that states : - There is no statistically significant difference at the level (0.05) between the average scores of the experimental group students who are studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of test solution of the verbal issue. The zero hypothesis derived sub derived including : A) There is no statistically significant difference at the level (0.05) between the average scores of students who were studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of teaching in the pattern of the reason B) There is no statistically significant difference at the level (0.05) between the average scores of students who were studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of teaching in the pattern of the proof complement amongC) There is no statistically significant difference at the level (0.05) between the average scores of students who were studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of teaching in the pattern of the proof with shape and text modes questions patterns. D) There is no statistically significant difference at the level (0.05) between the average scores of students who were studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of teaching in the pattern of the text questions pattern among E) There is no statistically significant difference at the level (0.05) between the average scores of students who were studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of teaching in the pattern of numerical questions among The research sample is consisted of 72 female students from the second grade in Layla al - Akhyaliyya secondary school for Girls of the Directorate of Education in Diyala province / Muqdadiya / Alwajihiya Sub district , in the second semester of the academic year (2015 - 2016 ), and Chapters VI, VII, and VIII of the Mathematics book of the second grade, where Division (a) of (36) students was chosen to represent the experimental group that was taught mathematics according to (jigsaw )Strategy, and the Division (b) of (36) students to represent the control group, that was taught mathematics in accordance with the usual method in teaching. The Researcher adopted a partial adjustment control design of the two equal groups of the posttest and used the experimental method. The two groups of the research in variables (prior knowledge test, the former attainment, intelligence test scores, age chronologically calculated in months, and the parents' educational attainment.The researcher studied the research two groups after she drafted the behavioral goals of the three chapters and five levels of Bloom's cognitive domain levels (remembrance, absorb, application, analysis, installation) as the number reached 116 goals. The researcher also prepared (40) teaching plans for each group included the research topics, and prepared a test solution consisting of verbal questions made of (15) article questions. Honesty, fortitude, expense, difficulty of the test and the discriminatory power of the tests were checked.The researcher used the equation of alpha - Cronbach to calculate the stability of the verbal questions test solution coefficient, the (t - Test) for two independent samples for data processing The results indicated the statistically significant difference at the level (0.05) between the mean scores of students in the experimental group and control group and the experimental group which studied the material in accordance with the (jigsaw) Strategy in the test solution of the verbal issues For all styles solving verbal issues . The Researcher found out many of the conclusions of which, Researcher found to many of the conclusions of which, if strategy (Jigsaw) worked on activating students. And led to the success of a student in the group and thus the success of their group, improved strategy (Jigsaw) social relations between students and strengthen trends toward each other even accept students opinion colleague as receptive mind as you feel each student as a source of information, as well as strengthen the bond between the students and the school during class and beyondresearcher provided several recommendations, The page is based teachers and teachers of mathematics strategy (Jigsaw)in teaching because of their positive impact in solving verbal issues, the attention of the Ministry of Education to provide the tools, and the establishment of school buildings suitable numbers, so as to facilitate the application of strategy (Jigsaw).A study on the use of the JISCO strategy in other variables such as concepts acquisition and problem solving was conducted. A study was carried out to compare teaching using the Jigsaw strategy with other teaching strategies, stages and materials. And other studies, to conduct similar research in other stages of study and on both sexes to see how the use of the Jigsaw strategy in solving verbal problems compared to the usual teaching method or any other method could be used.

اثر استخدام فعاليات محددة ما قبل الاستماع على اداء المتعلمين العراقيين دارسي اللغة الانكليزية لغة اجنبية في الاستيعاب الاصغائي The Impact of Using Specific Pre - Listening Activities on Iraqi EFL Learners’ Listening Comprehension

اسم المؤلف: نورة عدنان توفيق القره لوسي
اسم المشرف: سعد صلال سرحان
الموضوع العام: العلوم التربوية
السنة: 2017
الموضوع الدقيق: طرائق تدريس اللغة الانكليزية
الدرجة: ماجستير
الجامعة: الجامعة المستنصرية - كلية التربية الاساسية - قسم طرائق تدريس اللغة الانكليزية
اللغة: الانكليزية
مكان الجامعة: بغداد
الصفحات الاولى:
المستخلص: Listening is considered to be the most important skill since it is the first skill that human being acquired but unfortunately it is regarded as an ignored skill in the process of teaching English in Iraqi schools and as a result Iraqi learners are not well prepared to understand the English spoken language when the speakers speak too fast, pronounce the word in different way, or when the speakers use different accents. Besides, Iraqi learners do not use their background knowledge to comprehend what was said and they don't have opportunities to practice since there are many schools who don't have laboratories and sound devises which help the learner to listen and practice. Therefore, teaching listening skill is the most difficult task since the learner faced difficulties with this skillThe present study aims to investigate empirically the impact of using specific pre - listening activities on Iraqi EFL learners ’ listening comprehension.To achieve the aims of the study, null hypothesis have been proposed : There is no statistically significant difference between the mean scores of the experimental group who is taught listening comprehension by using specific pre - listening activities and that of the control group who is taught listening comprehension using the method recommended by the Teacher's Guide.The present study adopted the experimental design nonequivalence Pre Post - Tests with control groups. The random sample consists of 58 learners of 5th grade female learners in scientific branch of the secondary schools Maryam Al - Adhra for the academic year 2016 - 2017. The experiment started on the 26th of February and ended on 25th April, 2017 i.e., so it lasted eight weeks.The validity of the test and lessons plan for experimental and control groups have been obtained by exposing to a group of experts in the field of ELT and linguistics. Then, after piloting the test, the reliability of the test is achieved by using Alpha Cronbach formula. The two groups of learners are taught by the researcher herself. Only the experimental group is taught by using pre - listening activities, while the control group is taught according to the method recommended by the Teacher's Guide.The results reveal that there is a statistical significant difference between the mean scores of the experimental group who is taught listening comprehension using specific pre - listening activities and that of the control group who is taught listening comprehension using the method recommended by the Teacher's Guide.The present study recommends the teacher of English to prepare the learners by using different activities which activate the learners to use their background knowledge in order to foster the reception of new language input as well as to give the learners enough opportunities to listen to the native speakers.The present study also suggests a similar study can be conducted the effectiveness of using post listening activities on listening comprehension.