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Author name: حيدر كاظم جاسم محمد الجيزاني

Supervisor name: حسن كامل رسن الكناني | منتهى مطشر عبد الصاحب

General topic: Educational Sciences

Specific topic: Methods of Teaching Mathematics

Degree: Doctorate

University: University of Baghdad - Ibn Al-Haytham College Of Education For Pure Sciences - Department Of Educational And Psychological Sciences

Language: Arabic

University location: Baghdad

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العلاقة بين التفكير الناقد والاداء في الاستيعاب القرائي لدى الطلبة العراقيين دارسي اللغة الانكليزية لغة اجنبية == The Relationship Between Iraqi EFL Students' Critical Thinking And Reading Comprehension Performance

Author name: حیدر عبد الزهرة شلش العتابي

Supervisor name: ضحى عطا الله حسن القره غولي

General topic: Educational Sciences

Specific topic: Methods of Teaching English Language

Degree: Master

University: Mustansiriyah University - Faculty Of Basic Education

Language: English

University location: Baghdad

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Abstract: Critical thinking is an important everyday activity. Every time we have to make a decision, the process we go through involves critical thinking. Nowadays, critical thinking is one of the major concepts under consideration in education.Reading has also been considered one of the most important skills in EFL/ESL context. Hence, the integration of critical thinking and reading could be most effective to learners. To develop students' critical reading ability is a major goal in reading instruction.Considering the substantial roles of EFL/ESL reading comprehension and critical thinking skills, it can be noted that these two variables are required for students to succeed in academic English settings.In line with the studies confirming the positive relationship between critical thinking ability and language proficiency, this study intendes to investigate the relationship between the EFL college students' critical thinking and their performance in reading comprehension. Hence, the present study aims at : 1 - measuring EFL college students' critical thinking skills;2 - measuring EFL college students' reading comprehension performance;3 - finding out the relationship between students' critical thinking skills on one hand and their performance in reading comprehension on the other; and4 - investigating whether gender makes difference in the relationship between critical thinking and reading comprehension.To achieve the aims of the study, four null hypotheses have been stated as follows : 1 - Third - year EFL college students' level on the critical thinking test is average.2 - Third - year EFL college students' performance on the reading comprehension test is average.3 - There is no statistically significant relationship between Iraqi EFL students' critical thinking and reading comprehension performance.4 - There is no statistically significant difference in the relationship between Iraqi EFL students' critical thinking and reading comprehension performance according to the gender variable. A random sample of third - year college students enrolled for the academic year (2013 - 2014) has been selected. The number of participants is 62 representing 30 % of the total population.In order to fulfil the aims of the study and to test its hypotheses, two instruments have been adopted for data gathering; Watson - Glaser Critical Thinking Appraisal (WGCTA) Test and astandardized Reading Comprehension Test. The instruments are exposed to a jury of experts for the purpose of ascertaining their face and content validity. They have validated the items and suggested some modifications. After a pilot administration of the instruments, their reliability is calculated by the split - half method for the (WGCTA) Test, and the mark - remark method for the reading comprehension test, yielding reliability coefficients of 0.72 and 0.81 respectively. The discriminatory powers and difficulty level of the instruments' items are also computed.After the final administration of the study instruments, the major findings are : 1 - Third year EFL college students' performance on the critical thinking test is average.2 - The students have average level in some CT subskills; Interpretation and Evaluation of Arguments, but they are weak on others; Inference, Recognition of Assumptions and Deduction. 3 - Third year EFL college students' performance on the reading comprehension test is average. 4 - The students' performance on the lower order thinking level is average, whereas their performance on the higher order thinking level is below average.5 - There is a positive significant relationship between Iraqi EFL students' critical thinking skills and reading comprehension performance.6 - There are no statistically significant differences between critical thinking and reading comprehension due to the gender variable.In the light of the results obtained, a number of pedagogicalimplications and recommendations concerned with textbooks designers, teachers, and learners are put forward. Also, several suggestions for further studies are proposed to enrich this area of investigation.

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اثر استراتيجية سوم (SWOM) في اكتساب المفاهيم النفسية لمادة علم نفس النمو وتنمية التفكير التباعدي لدى طلبة كليات التربية == The Impact Of SWOM Strategy On The Acquisition Of Psychological Concepts On Developing Divergent Thinking Of Students At The Colleges Of Education

Author name: حوراء عبد الرزاق حميد

Supervisor name: ناز بدر خان السندي

General topic: Educational Sciences

Specific topic: Curriculum and Teaching Methods

Degree: Doctorate

University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences

Language: Arabic

University location: Baghdad

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Abstract: يرمي البحث تعرف اثر استراتيجية سوم (swom) في اكتساب المفاهيم النفسية لمادة علم نفس النمو وتنمية التفكير التباعدي لدى طلبة كليات التربية وصاغت الباحثة فرضيتي البحث الاتيتين : 1 - الفرضية الصفرية الاولى : - "لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة(0،05 | The present study aims at finding out the impact of SWOM strategy on the acquisition of psychological concepts in developmental psychology on developing Divergent Thinking of students at the Colleges of Education. Two null hypotheses have been posed : 1) No statistically significant differences on a level of 0.05 of significance between the mean scores of the experimental group acquisition which is taught by the SWOM strategy, and that of the control group which is taught by the conventional strategy. 2) No statistically significant differences on a level of 0.05 of significance between the mean scores of the experimental group which is taught by the SWOM strategy, and that of the control group which is taught by the traditional strategy in divergent thinking. The present study is limited to 2nd year college students, Department of Educational Psychological Sciences at the University of Wasit, morning studies during the academic year 2013 - 2014. the prescribed textbook is Developmental Psychology for the academic year 2013 - 2014. The sample of the present study consists of 70 males and females distributed on two sections, one is set as an experimental group including 35 students, and the second is a control group including 35 students as well. The experimental group is taught by the SWOM strategy, while the control group is taught by the conventional strategy. Internal and external validity of the experimental design has been proved by identifying the variables affecting the two dependent variables. Behavioral objectives have been formulated totalling as 107 and 26 psychological concepts. Lessons plans have been prepared including 62 for the two groups based on two parts with 14 chapters from their prescribed textbook entitles Developmental Psychology for 2nd year. A pre - post test for divergent thinking has been constructed, as well as psychological concept test of 78 items measuring six levels of Bloom's taxonomy of the cognitive domain has been designed. The test includes MCQ items measuring the following processes of psychological concepts' acquisition : identifying the concepts, recognizing the concept, applying the concept. Validity, item difficulty, item discrimination power, and reliability have all been achieved. The divergent thinking test includes 28 subjective items distributed on 7 domains which are : verbal, expressive, correlational, and thinking fluency; spontaneous flexibility, adaptation, and originality. Validity, item difficulty level, item discrimination power, and reliability have all been proved. Suitable statistical methods have been employed such as two - independent samples, t - test used to equalize the two groups and finding out the statistical differences between the two groups. Results show the superiority of the experimental group which is taught by the SWOM strategy in the acquisition of psychological concepts and the divergent thinking tests in Developmental Psychology. In the light of the above results, the researcher arrived at suitable conclusions, recommendations, and suggestions of further studies.

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اثر التقطيع السيميائي في تنمية مهارات القراءة الجهرية عند تلامذة الصف الاول الابتدائي == Impact Of Semiotic Hacking In Developing The Skills Of Aloud Reading With The Pupils Of Grade 1

Author name: حــوراء حـميد عبـــد الـنـــداوي

Supervisor name: سماء تركي داخل

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Master

University: University of Baghdad - Ibn Al-Haytham College Of Education For Pure Sciences - Department Of Educational And Psychological Sciences

Language: Arabic

University location: Baghdad

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Abstract: رمى البحث الى تعرف اثر التقطيع السيميائي في تنمية مهارات القراءة الجهرية عند تلامذة الصف الاول الابتدائي. ولتحقق مرمى البحث اعتمدت الباحثة على تصميم تجريبي ذي ضبط جزئي لاختبار بعدي، هو تصميم المجموعة الضابطة ذات الاختبار البعدي مع اختبار تحصيلي. | This research aims to identify the impact of semiotic hacking in developing the skills of aloud reading with students grade 1 To achieve the goal of research, researcher adopted a design with partial control is the control group design with competence evaluation test.Research sample included 80 students and a pupil of grade 1 pupils in basic Mamonyya school in Adhamiya, belong to Directorate of education of Baghdad/ first Rusafa distributed in two groups of 40 pupils and schoolgirl in the experimental group and 40 pupils and schoolgirl in the control group, researcher has studied experimental group with using semiotic hacking in developing skills of aloud speaking and studied control group in the usual way.It was rewarded between the sets of research in variables (age, calculated in months and academic achievement to parents and the school for mothers)The researcher tried to adjust the number of extraneous variables that literature and previous studies that it may affect this kind of experimental designs (such as the conditions of the experiment and the accompanying events and demo disappearing and differences in sample selection and maturation processes and statistical regression and measurement tool and the impact of the eexperimental procedures. )After the researcher identified of the scientific material which included 20 subject of the book of ,Kuraati , identified to be taught to pupils in grade 1 for the school year 2014 - 2015 in Iraq the researcher prepared the teaching plans of experiment subjects was presented to the Committee of experts for their views on the appropriateness of the content validity of a study to measure reading speed with students search groups.The researcher prepared reading text of book of Kurati decided to be taught to pupils in grade 1 and entitled in the garden.To measure the a comprehension researcher prepared test on the reading text itself composed of three questions been researcher assured of sincerity and persistence of discriminatory power for its, elements and its coefficient of difficulty and effective alternatives of error Using a t - test for two independent samples Study the following results : I. There is a statistically significant difference between students digress average of two groups of research in skill to understand article for experimental group at a level of significance of 0,0 5II. There is a statistically significant difference between students average degrees two groups of search in skill of reading validity for the experimental group with the significance level 0,05 Thirdly ;there is a statistically significant difference between students average degrees of two groups of search in skill of reading speed for the experimental group with the level of significance 0,05 in the light of the results the researcher concluded; Teaching the use of semiotic hacking in developing the skills of aloud reading has the effectiveness in raising the achievement of students in grade 1 in these skills and way of semiotic hacking makes the performance of pupils in grade 1 in reading subject the best from ordinary method.The researcher recommended adoption of a semiotic in hacking skills reciting as a proven method of teaching reading to first grade to complement this studyThe researcher has proposed a number of studies, including a study similar to the current study on the level of the provinces and various sexand conduct research on advanced Arab stages, primary the other and a comparative study between semiotic hacking and normal method.

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اثر نمطي استراتيجية مرشد التوقعات في الفهم القرائي عند طالبات الصف الثاني المتوسط == The Impact Of Pattern (Expectations Mentor) Strategy On Reading Comprehension At The Second - Year Intermediate Stage Female Students

Author name: حنان غضبان هندي حسن العتابي

Supervisor name: كاظم حسين غزال

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Master

University: Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching Methods

Language: Arabic

University location: Baghdad

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Abstract: يرمي البحث الى معرفة اثر نمطي استراتيجية مرشد التوقعات في الفهم القرائي لدى طالبات الصف الثاني المتوسط.اختارت الباحثة المنهج التجريبي ذا الضبط الجزئي، بلغ عدد الطالبات عينة البحث (75) طالبة، موزعة عشوائيا بين ثلاث مجموعات، التجريبية الاولى تضم (25) طالب | Search aims to find out the impact of a typical guide expectations in Reading Comprehension strategy with second grade students average. To achieve the goal Find drafted researcher null hypothesis the following : there is no difference statistically significant between the average level students the experimental group first women studying material reading using a strategy guide expectations of the first pattern, and the average students Experimental group second who are studying material reading using a strategy guide expectations the second pattern and the average level students of the control group who are studying reading material in the usual way in Reading Comprehension at a level of significance (0.05). Researcher randomly chosen sample of students in the second grade average of secondary students prostration for girls of the General Directorate for Educational Rusafa Baghdad for the second academic year (2014 - 2015) The number of students for the research sample (75) student randomly distributed between three experimental group first of (25) students studied using Expectations first pattern and experimental second guide strategy studied using Expectations second style guide strategy includes (25), and the third officer bench (25) students studied the way normal. Rewarded researcher students between the three groups in chronological age variables, a year earlier degrees of the Arabic language, educational attainment of the parents, and intelligence. Drafted a researcher (90) goals and prepared lesson plans, offered by the group of experts and arbitrators, then prepared a test to measure reading comprehension be of (40) items distributed on four questions distinguish valid and reliable test and objectivity The researcher used the following statistical methods : Unilateral analysis of variance, and Chi - square, paragraph equation difficulty, discriminatory power, the effectiveness of alternatives Error, Pearson correlation coefficient, Cronbach's alpha equation Scheffe method for multiple budgets. The study found the following results : Higher than the second experimental group students studied follows the strategy of using the second style guide expectations on students follows the first group studied using a strategy guide expectations the first pattern and the female control group studied it follows the usual way in Reading Comprehension. Superiority students follows the experimental group first studied using the first style guide expectations strategy the students studied follows the control group using the usual method in Reading Comprehension. In light of the research findings as a result of the researcher to several conclusions, including : 1 - Guide expectations the first pattern and the second strategy style makes the student learning process and this is what the focus advocated by modern trends in teaching.2 - Allowed this guide expectations the first pattern and the second pattern formation for the students positive interaction result of increased personal contact strategy among themselves, and by raising questions and asking opinions and express their views, creating intimacy and interaction among them.The researcher recommended a number of recommendations including : 1 - For teachers need reading material on the foundations of modern strategies and steps, in particular the guide expectations first pattern and the second pattern strategy, through educational courses or seminars, publications own.2 - To encourage educational institutions and research centers to apply guide expectations first pattern and the second pattern strategy within the activities and exercises in the school curriculum materials and everyday situations. The researcher also came up with several proposals are : 1 - A similar study of the current study in other stages of seminars and classes.2 - Similar study and on other variables such as direction, and variable sex

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اثر التمثيل المسرحي في تدريس محاورات المواقف التعليمية الانكليزية على تحصيل طلبة الكلية الذين يدرسون اللغة الانكليزية باعتبارها لغة اجنبية == The Effect Of Dramatization In Teaching Situational Dialogues On The Achievement Of EFL College Students

Author name: حنان ضياء عاكف عبود الصالحي

Supervisor name: ناهدة طه مجيد الناصري

General topic: Educational Sciences

Specific topic: Methods of Teaching English Language

Degree: Master

University: Mustansiriyah University - Faculty Of Education

Language: English

University location: Baghdad

First pages:

Abstract: معرفة مدى فعالية استخدام اسلوب(التمثيل المسرحي) في تدريس محاورات المواقف التعليمية (Situational Dialogues ) على تحصيل طلاب الكلية الذين يدرسون اللغة الانكليزية باعتبارها لغة اجنبية.معرفة ما اذا كان استخدام اسلوب التمثيل المسرحي قد اثر بنسبة متساوية او م | 1. The effect of using dramatization as a teaching technique on the achievement of EFL college students in Situational Dialogues (SDs).2. Whether using dramatization in teaching English conversation has an equal or different effect on students' written and oral achievement in Situational Dialogues (SDs).To achieve these aims, three hypotheses have been formulated as follows : 1. There is no significant deference in the mean scores of the written achievement test between the experimental group which is exposed to dramatization, and that of the control group which is not exposed to dramatization. 2. There is no significant difference in the mean scores of the oral achievement test between the experimental group which is exposed to dramatization, and that of the control group which is not exposed to dramatization.3. There is no significant difference between the mean scores of the experimental group's written achievement and that of their oral achievement in Situational Dialogues (SDs).The present study is limited to the first year EFL college students in the College of Education / Ibn - Rushd at Baghdad University in the academic year 2004 - 2005 and to the textbook of conversation taught at the first stage entitled : "Situational Dialogues" written by Micheal Okenden (1972). The experimental design decided is the type of "the post - test only control group design". The sample of the study consists of sixty students selected randomly out of 160 students which represent 37.5 percent of its original population. The chosen sample is divided into two equal groups, the experimental and control which have been equalized in the variables of : age, average of achievement in the General Baccalaureate Examination of the previous year, the parents' level of education, and students' scores in English of the previous year. The experimental group has been taught according to dramatization technique while the control group has been taught according to the traditional technique, i.e. without dramatization.At the end of the experiment, the two groups are subjected to oral and written achievement tests. After the administration of the two tests to the selected sample, testees' responses have been processed statistically using the appropriate statistical means.The obtained results reveal that : 1 - The mean scores of the experimental group's written achievement is 77.40, whereas that of the control group is 70. 2 - There is significant difference between the two groups in written achievement test, in favour of the experimental group at 0.05 level of significance and with 58 degree of freedom.3 - The mean scores of the experimental group's oral achievement is 78.67, whereas that of the control group is 65.37.4 - There is significant difference between the two groups in oral achievement test, in favour of the experimental group at 0.05 level of significance and with 58 degree of freedom.5 - The mean scores of the experimental group's oral achievement is 72.52, whereas that of the written achievement is 73.72.6 - There is no significant difference at 0.05 level of significance and with 118 degree of freedom between the oral achievement, on one hand and the written achievement , on the other hand of the experimental group. Later on, a number of recommendations and suggestions are stated; the following are some of them : Recommendations : 1. It is necessary to use dramatization as a teaching technique in teaching Situational Dialogues for EFL first year college students.2. The necessity of putting students in actions and active situations, and motivate them to dramatize and act out roles during teaching EFL subjects and especially Situational Dialogues. 3. A pamphlet which includes a full explanation for each situation by using dramatization technique and how to employ it inside the classroom could be supplied to teachers of Situational Dialogues.4. Constructing TV programme that depends on utilizing dramatization technique in teaching English dialogues for primary, secondary and intermediate stages.Suggestions : 1. Experimenting the effectiveness of using dramatization in teaching other English subjects like (grammar, composition, poetry, novel, drama, etc).2. Conducting similar studies for teaching English by using dramatization at other academic stages especially at the primary & secondary stages.3. Making a comparative study between the efficiency of dramatization and other new teaching techniques in developing students' achievement at the various levels of study such as : primary, secondary, etc.

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تقويم كتب اللغة العربية للمرحلة المتوسطة في اقليم كردستان العراق علة وفق معايير الكتاب الجيد == Evaluation Of Arabic Language Books In The Middle Stage In Kurdistan Of Iraq According To The Standards Of Good Book

Author name: حمدي اسماعيل احمد الكلي

Supervisor name: جمعة رشيد كضاض الربيعي

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

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Abstract: تهدف هذه الدراسة الى تقويم كتب اللغة العربية للمرحلة المتوسطة في اقليم كردستان العراق على وفق معايير الكتاب الجيد من وجهة نظر مدرسي المادة ومدرساتها، والتعرف على الفروق ذوات الدلالة الاحصائية في تقويم كتب اللغة العربية للمرحلة المتوسطة في اقليم كردستان ا | The present study aimed to build a criteria to evaluate the Arabic language books for the stage in the middle of the Kurdistan region in accordance with the standards of a good book, and calendar as well as the Arabic language books for the intermediate stage from the viewpoint of teachers and Madrsadtha article according to the standards of a good textbook. In order to achieve the objectives of the study, the researcher used the descriptive approach, because the descriptive research aims to describe phenomena or events or certain things, gather information and facts and observations about them. Included community study the original Arabic language teachers and Madrsadtha in middle school to the Kurdistan region of Iraq for the academic year (2013 - 2014) as numbered (1787), a teacher and a school, divided into directorates of the Kurdistan region were divided by (672) as a teacher and a school in the Directorate of Education in Arbil, and the number of teachers (297) as a teacher and the number of teachers (375) schools, and (604) as a teacher and a school for the Directorate of Sulaymaniyah by 264 teachers and 340 schools and 426 teachers and a school for the Directorate of Education in Dohuk and by (190) teachers and (236) School and a last resort (85 ) as a teacher and a school for the Directorate of Education Ckramaan and by (32) teachers and (53) School, the study sample was included by (16.79) from the research community and by 115 teachers and 185 schools were divided according to grade levels and by (100) Instructor and a school for each grade level as the number of teachers for grades seven (40) teachers and (60) School and (30) teacher (70), eighth - grade teacher and (45) teachers and (55) School for the ninth grade, and thus the total sample size (300 ) and a school teacher. The researcher built a scale for the purpose of evaluating the textbook included six areas : (Goals of the book, the content of the book, the setting and authoring, language, format, Calendar) as the researcher has formulated a number of questions to cover all of these areas, taking into account the clarity and precision. The study came up with a number of findings, including : 1. The Arabic language books for the stage in the middle of the Kurdistan region of Iraq Ataatcef quality desired. 2. There is significant interest in the language of the author of books for the Arabic language stems from the authors' belief in the language of the Quran, a Hafiz her secret eloquent as well as her artistic output. 3. twice the capacity of teaching Arabic language books for the stage in the middle of the Kurdistan region of Iraq, the drafting of behavioral objectives because the teacher is not interested in the formulation of the overall objectives. 4. The Arabic language in the Kurdistan region of Iraq is of secondary materials, has not received the attention like other materials. The study came out a number of recommendations, including : 5. A good book to adopt standards prepared by the researcher as a basis to evaluate the Arabic language books in the Kurdistan region of Iraq. 6. the need for a committee of authors all the terms of reference when authoring the textbook. 7. The need to formulate new goals commensurate with modern trends and keep pace with the evolution into account derived from the correct sources. 8. The need to introduce Arabic language teachers and Madrsadtha in the Kurdistan region of Iraq courses teaching methods and modern methods.

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اثر عرض البوستر في الاداء الشفوي لطلبة الجامعة العراقيين دارسي اللغة الانجليزية لغة اجنبية == The Effect Of Poster Presentation On Iraqi EFL University Students' Oral Performance

Author name: حسين كمر كرم

Supervisor name: فاتن خيري محمد سعيد الرفاعي

General topic: Educational Sciences

Specific topic: Methods of Teaching English Language

Degree: Master

University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences

Language: English

University location: Baghdad

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Abstract: عرض البوستر هو : تقنية ووسيلة بسيطة، من السهل استعمالها، وفهمها واستيعابها. اذ انها وسيلة ممتعة في تدريس مادة المحادثة وهو خليط بين البحث الورقي والعرض الشفوي. فالبوستر هو وسيلة يمكن استعمالها ؛ لايصال الفكرة الاساسية المتعلقة بالبحث او الدرس. ويع | Poster presentation is a simple media, which is easy to be used, understood, and comprehended. It is an interesting media in teaching speaking. It is hybrid between a research paper and an oral presentation. It is visual medium that is used to communicate a key idea related to research. It presents an idea in verbal and graphic ways and a dynamic way to share information in a social context with conference delegates.It combines text, graphs, tables, photos, charts, titles, and brief textual summaries of research information to present work in a way that is visually interesting, accessible, and clarity of content. It allows displaying work to a large group and to talk to and receive feedback from in interest audiences.The study aims at finding out the effect of poster presentation on Iraqi EFL University students' oral performance. It is hypothesized that there are no statistically significant differences between the mean scores of the experimental group which is taught according to poster presentation technique and that of the control group which is taught according to the currently used technique in their oral performance.The procedures undertaken in the present study include choosing a pre - post control group design; selecting a representative sample which has been divided into two groups experimental and control; constructing an oral post test, and securing its validity, reliability and practicality; applying the classroom students - made poster presentation technique on the experimental group, while the control group has been taught conversation by the currently used technique; administering the post test to both groups at the end of the experimental work; collecting , computing and analyzing data by using suitable statistical tools; and The sample of the present study consists of 101 students from the Department of English Language at the College of Education/ Wasit University during the academic year 2014 - 2015. The sample has been distributed into an experimental group of 48 students and a control group of 53 students. Both groups have been equalized in some variables, namely age, gender, parents’ level of education, and the pre test.A post test has been designed and exposed to a jury of experts for the purpose of ascertaining its face validity, while reliability has been ensured by using Person Correlation Formula. Data has been analyzed by using the two independent samples t - test. Results show that there are statistically significant differences between the two groups in their mean score in favor of the experimental group which has been taught by poster presentation. The students of the experimental group are better than those of the control one in their oral performance. This indicates that teaching conversation by using the poster presentation technique is more effective than teaching by the currently used technique method. Based on the present study results, suitable conclusions, recommendations, and several suggestions for further research have been put forward.

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الحوار الاسري وعلاقته بسمو الذات ودافع الانجاز الدراسي لدى تلامذة المرحلة الابتدائية == Domestic Dialogue And Its Relationship With Self - Transcendence And Academic Achievement Motivation Among Praimary School Pupils

Author name: اقبال حسين زغيـر الجبـوري

Supervisor name: عفراء ابراهيم خليل العبيدي

General topic: Educational Sciences

Specific topic: Home Economics

Degree: Master

University: University of Baghdad

Language: Arabic

University location: Baghdad

First pages:

Abstract: يعد الحوار اسلوبا ومنهج حياة يساعد في حل كثير من المشكلات فهو الوسيلة المثلى لبناء جو اسري سليم يدعم نمو الاطفال ويؤدي بهم الى تكوين شخصية سليمة قوية وايجابية فضلا عن انه يدعم العلاقات الاسرية، وان الكثير من حاجات افراد الاسرة تتحقق مما يسود بينها من | The dialogue style and way of life helps in solving many problems as it is the best way to build a healthy family properly supports the children to grow well and leads to form a strong and positive personality. It also supports family relationship and that a lot of the needs of family members are achieved through what prevails among them The deep comprehensive communication combines word, deed and feeling. It interferes with the spirit and the body. Each part strengthen by the other part and exchange influence with him. The deep family dialogue opens hearts between parents and children, then more love, harmony, honesty and exultation prevail the family. The self - transcendence is one of the important variables in personality.Human transcendence and promoting result from directing the psychological strength to the absolute/that makes him pure , clear and humble. The purity intellectual led to a great transcendence mind ,i.e the biological energy ( the material ) develops into ( self - transcendence). This high energy is what we need to control our emotions which put an end to Anxiety which has become a social phenomenon permeating in human life and makes him a creature cares in his physical and virtual existence only.The academic achievement motivation is the main motivation that drive human behavior and its reflection on the level of efficient performance through aprocess of psychological and mental interaction. The importance of motivation in pupil learning stands out through excitability their teaching behavior ( Samurai 0.2007 : 1 ). The great importance of academic achievement is reflected in their recent and future time.It is important for the society future, too. Achieving any aim needs effort and activity by the individual and follow - up that activity so hard to reach the final aim which has to be the main motive of their performances and activities. The student couldn't achieve his aim unless has a power prompt him for that. This power that urges him is the driving force for the completion of the academic (Al - Mutarna, 2013 : BT ).In the light of these facts the current research objectives formulated as follow Recognize : - 1. The domestic dialogue among pupils of sixth grade primary.2. self - transcendence of pupils of sixth grade primary.3. The motivation for academic achievement of pupils of sixth grade primary.4. The relationship between the domestic dialogue and self - transcendence of pupils of sixth grade primary.5. The relationship between the domestic dialogue and the motivation for the academic achievement of pupils of sixth grade primary.6. The relationship of self - transcendence and the motivation of Academic achievement o of pupils of sixth grade primary.7. Fid the differences in domestic dialogue according to the gender( males, females) and congenital arrangement.8. Find the differences in self - transcendence according to gender ( males, females) and congenital arrangement.9. Find the differences in academic achievement motivation according to gender( males, females) and congenital arrangement.10. How much the contribution of domestic dialogue and self - transcendence in the academic achievement motivation among pupils of sixth grade primary.Achieveing the above objectives need to build two measurements. The first for self - transcendence and the second for the domestic dialogue. For the measurement of academic achievement motivation the researcher adopted on ( Abdul Khaleq and Nial, 1992 ) scale. Applied three criteria on a sample of ( 500 ) pupils in sixth grade were chosen by a random way from the research community , After collecting data processed using appropriate statistical methods including Altai test of one sample and contrast bilateral and correlation coefficient analysis, The search found the following results : - The pupils enjoy a high level of domestic dialogue and self - transcendence and academic achievement motivation. - There is a positive correlation between the domestic dialogue and self - transcendence, and between the domestic dialogue and academic achievement motivation, and between self - transcendence and academic achievement motivation among pupils of sixth grade primary. - There is no difference between males and females in the family dialogue, self - transcendence and academic achievement motivation. - There is no difference in congenital arrangement in both the family dialogue , self - transcendence and academic achievement motivation. - Contribution of domestic dialogue and self - transcendence in the academic achievement motivation among pupils of sixth grade primary. These results were interpreted according to the adopted theory for each scale of standards research. A long the lines of these findings the researcher made a number of recommendations and proposals.

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تـــقويم محتوى كتاب الاجتماعيات للصف الخامس الابتدائي في ضوء اهداف المـنهاج == Evaluation Book For Fifth Grade Social Studies Content In The Primary Light The Objectives Of The Curriculum

Author name: حسن عبد الكريم حمود الناجي

Supervisor name: محمد شلال عبيد

General topic: Educational Sciences

Specific topic: Methods of Teaching History

Degree: Master

University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences

Language: Arabic

University location: Baghdad

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Abstract: ترمي هذه الرسالة " تقويم محتوى كتاب الاجتماعيات للصف الخامس الابتدائي في ضوء اهداف المنهاج " من خلال الاجابة عن السؤال الاتي : هل يعكس محتوى كتاب الاجتماعيات للصف الخامس الابتدائي اهداف المنهاج؟يشمل مجتمع البحث : محتوى مادة كتاب الاجتماعيات للصف الخامس ا | This research aims "calendar book for fifth grade social studies content in the light of the primary goals of the Platform" by answering the following question : * Does this reflect social studies book for fifth grade primary objectives of the curriculum content?Includes community Find content material social studies book for fifth grade primary, it has ruled out the researcher (provided, index, and questions, photographs, activities, maps) and thus become subject to the research community analysis (54) pages.Use the Finder method of content analysis, because it is the best way that can achieve the goal of research, has been building classification derived from the general objectives set by the Ministry of Education for the material social studies to fifth grade primary, the (8) goals were these objectives analysis to sub - goals, amounting to number (40) and a target used researcher classification after getting his sincerity, so by submitting it to a group of experts and specialists. The consistency, it has been obtained from two routes : First : stability analysis over time : The selection of a random sample is estimated at 13 pages, by the amount (25%) of the content analyst, researcher analyzed twice, a time difference of $ (30) days.The second agreement between the two analysts : The external analysis of the same sample analyst with researcher on the steps and in accordance with the rules of the same analysis, And after using the equation (Scott) to find consistency, the consistency good factor in the Finder agreement with the same time (95%), and the coefficient of stability in the Finder agreement with an external analyzer (89%), was the use of the idea as a unit of analysis and repetition as a unit for the census, was analysis according to the principles and rules of fixed and steps. Use researcher square (Kay) For the virtual honesty paragraphs, and Scott equation for reliability coefficient, and the percentage, arithmetic means for calculating duplicates.research results : - Showed this research in the results of the analysis that there is a (1570) idea in the book of social workers spread over eight goals differently, with the second goal got the (490) again, and by (21 and 31%), the highest percentage, while the sixth goal got the (240) again, by (28 and 15%), and got the fifth goal at (197) again, and by (54 and 12%), and the fourth goal got the (163) again, and by (38 and 10%), and got the first goal at (137) again, and by (72 and 8 %), and seventh goal has got to (118) again, and by (51, 7%), and the eighth goal has got (95) again, and by (05, 6%), while the third goal was obtained (40) again, and by (54 and 2% ), and the ideas contained in the book and they reflect the goals of the curriculum was (1480) idea and percentage (26 and 94%), while the ideas contained in the book, but not in line with the objectives of the article, it was (90) idea, and percentage (73, 5%).The researcher recommended a number of recommendations in the light of the findings of the research, namely : 1. Benefit from the goals that have been built in the current research, educational units, they are placed in the book for future editions, service for the student, teacher and reseacher.2. Develop achieved the goals that carries the vertebrae isachieved through a simple content of the book.3. Work on the revision of the content of the book in achieving the goals which have earned the low rates, and did not carry any unrealized paragraph.4. There are goals not find her name and was named variety, it is important to take care of and developed, and put it under the slogan, appear in the goals, so that the teacher of their achievement.5. In order to be integrated educational goals should be added other goals with the objectives referred to in the content.6. Involvement of specialists in social studies teaching methods the process of writing the general educational goals.7. Emphasis on targets that appeared a few percent by the authors.8. Increase topics in all units of the book (geographical - history - National Education) that confirms interest in the scientific article, and the fit and the scientific level of the learner.The researcher came out with a number of proposals are : 1. Conduct a study in social studies book calendar for the fifth grade of primary art direction hand.2. An evaluation study of the book Social Studies Elementary fifth grade from the viewpoint of teachers and supervisors article.3. Carry out a comparative study between the social studies book for fifth grade primary in Iraq and social studies book landscape in any Arab country.

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