Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
أثر استراتيجية تألف الاشتات في تنمية مهارات التذوق الأدبي والتفكير الإبداعي عند طلاب الصف الرابع العلمي. |
| Συγγραφείς: |
بارق عبد الحسين ع Barqa7662@gmail.com |
| Πηγή: |
REMAH Journal. 2026, Vol. 3 Issue 170, p325-347. 23p. |
| Θεματικοί όροι: |
*Statistics, Primary education, Experimental design, Achievement tests, Coefficients (Statistics) |
| Περίληψη: |
This research seeks to know the effect of the John Burrell and Gibbs models on the expressive performance of fifth-grade primary school students. To achieve the goal of this research, the researcher developed the following null hypothesis: -There is no statistically significant difference at the significance level (0.05) between the average grades of the students in the first experimental group, which studies expression according to (John Barrell’s model), and the average grades of the students in the second experimental group, who study the same subject according to (Gibbs’ model). The average score of the control group students who study the same subject according to the usual method in the achievement test that the teacher will prepare for this purpose. The researcher used an experimental design with two equal groups: one experimental and the other a control. The researcher intentionally chose Palestine Primary School to be one of the divisions of the fifth grade of primary school, which is Division (B), which represents the experimental group that was studied using (John Barrell’s model), and Division (A), the group. The officer studied using the standard method. He conducted the process of equivalence between the two groups in the following variables: the Arabic language grade of the fourth grade of primary school students for the academic year (2022-2023), the general average grades of the fourth grade of primary school students for all academic subjects, the chronological age calculated in months, the educational level of the parents of the students, and the intelligence test score . . The researcher prepared (18) formative tests of the two types: multiple choice with three alternatives and a completion test, and the degree of mastery was set at (80%) according to previous studies and the arbitrators . The researcher prepared an achievement test, of the supplementary and multiple-choice types, and for the purpose of ensuring the validity of the test, it was presented to a committee of arbitrators to indicate the validity of its items. .T-test for two independent samples. 1 .Chi-square.2 [ABSTRACT FROM AUTHOR] |
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