أثر برنامج مُقترح قائم على الاكتشاف الموجّه في تنمية المهارات الكتابيّة الإملائيّة لدى طلبة الصّفّ الخامس الأساسي
Date
2024-03-07
Authors
فاطمة أحمد يونس ربيع
Fatema Ahmad Younes Rabee
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدّراسة إلى تقصّي أثر استخدام برنامج مقترح قائم على الاكتشاف الموجّه في تنمية المهارات الكتابيّة الإملائيّة لدى طلاب الصّفّ الخامس الأساسي، ومعرفة ما إذا كان هذا الأثر يختلف باختلاف الطّريقة ومستوى التّحصيل في مادّة اللغة العربية والتّفاعل بينها، استخدمت الباحثة المنهج التّجريبي والتّصميم شبه التّجريبي؛ لملاءمته لأهداف الدّراسة، وتألّف مجتمع الدّراسة من طلبة الصّفّ الخامس الأساسي في المدارس الحكومية التّابعة لمديرية تربية ضواحي القدس في فلسطين للعام الدّراسي2023-2024، والبالغ عددهم (1424) طالبًا وطالبةً، وتمّ اختيار عينة تكوّنت من(53) طالبًا، كانوا منتظمين في شعبتين، اختيروا بالطّريقة القصدية، إحداهما تجريبية دُرّست بطريقة الاكتشاف الموجّه، والأخرى ضابطة دُرّست بالطّريقة الاعتيادية، ومن أجل تحقيق أهداف الدّراسة، تمّ إعداد برنامجٍ تعليمي قائم على الاكتشاف الموجّه، واختبار تحصيليّ كأداة للدّراسة، وتمّ التّحقّق من صدق الأداة وثباتها بالطّرق المناسبة، وطُبّقت الأداة على مجموعتي الدّراسة (التّجريبية والضّابطة)، وقد أظهرت الدّراسة النّتائج الآتية:
وجود فروق دالة إحصائيًا بين متوسطات درجات اختبار المهارات الكتابيّة الإملائيّة لدى طلاب الصّف الخامس تُعزى إلى طريقة التّدريس ولصالح المجموعة التّجريبية، ووجود فروق ذات دلالة إحصائية في استخدام الاكتشاف الموجّه في تنمية المهارات الكتابيّة الإملائيّة لدى طلاب الصّف الخامس تُعزى لمتغير مستوى التّحصيل، وكذلك لمجال (المستويات العليا)، وأنّ الفروق في مستوى التّحصيل كانت لصالح المجموعة التّجريبية في مستوى جيد ثم مستوى ممتاز، كما أظهرت النّتائج عدم وجود فروق دالة إحصائيًّا في استخدام الاكتشاف الموجّه في تنمية المهارات الكتابية الإملائية تُعزى للتّفاعل بين طريقة التّدريس ومستوى التّحصيل.
وفي ضوء هذه النّتائج أوصت الباحثة بالعمل على توظيف استراتيجية الاكتشاف الموجّه في تدريس اللغة العربية وخاصة تدريس القواعد اللغوية والإملائية، وإجراء دراسات وبحوث مشابهة على صفوف ومواد أخرى، وعقد دورات للمعلمين لتدريبهم على التّدريس وفق استراتيجية الاكتشاف الموجّه.
The goal for this research is to investigate the effect of using a suggested program based on guided discovery in developing the writing and spelling skills among fifth graders. Furthermore, identifying if that effect differs when changing the method and the level of achievement and the interaction between them. The researcher has used the Experimental method and designed Semi-experimental for the reason that it suites the goals of the study. The research sample consists of students of the fifth grade at a public school in Jerusalem Suburbs district in Palestine in the years 2023-2024. The sample consists of (1424) student,( 53) students were chosen that has been consistent from two sections. They were chosen intentionally, one of them is experimental and was taught through the guided discovery method. The other group was controlled and was taught through the traditional way. For the reason of achieving the research goals, a learning program was designed that is based on guided discovery and an achievement test. The effectiveness of the research tool was inspected in the correct way. It was applied on both targeted sections, the experimental and the controlled, and the research has shown the following results: There are many significant statistical differences between the average of the writing and spelling test scores among the fifth-grade students. The method followed was the main reason for those differences in the experimental group. There are also other statistical differences in the use of guided discovery in improving writing and spelling skills among fifth graders due to the achievement level element. The differences between the level of achievement went from good to excellent. The nonexistence of the differences in the use of guided discovery in improving the writing and the spelling skills is due to the interaction between the method of teaching and the achievement level. As a result, the researcher recommends using the guided discovery in teaching Arabic language especially in teaching grammar and spelling. Also, to do more researches on other classes and other subjects. The researcher also recommends that teachers would attend training for them to learn how to apply the guided discovery in their classes.
The goal for this research is to investigate the effect of using a suggested program based on guided discovery in developing the writing and spelling skills among fifth graders. Furthermore, identifying if that effect differs when changing the method and the level of achievement and the interaction between them. The researcher has used the Experimental method and designed Semi-experimental for the reason that it suites the goals of the study. The research sample consists of students of the fifth grade at a public school in Jerusalem Suburbs district in Palestine in the years 2023-2024. The sample consists of (1424) student,( 53) students were chosen that has been consistent from two sections. They were chosen intentionally, one of them is experimental and was taught through the guided discovery method. The other group was controlled and was taught through the traditional way. For the reason of achieving the research goals, a learning program was designed that is based on guided discovery and an achievement test. The effectiveness of the research tool was inspected in the correct way. It was applied on both targeted sections, the experimental and the controlled, and the research has shown the following results: There are many significant statistical differences between the average of the writing and spelling test scores among the fifth-grade students. The method followed was the main reason for those differences in the experimental group. There are also other statistical differences in the use of guided discovery in improving writing and spelling skills among fifth graders due to the achievement level element. The differences between the level of achievement went from good to excellent. The nonexistence of the differences in the use of guided discovery in improving the writing and the spelling skills is due to the interaction between the method of teaching and the achievement level. As a result, the researcher recommends using the guided discovery in teaching Arabic language especially in teaching grammar and spelling. Also, to do more researches on other classes and other subjects. The researcher also recommends that teachers would attend training for them to learn how to apply the guided discovery in their classes.
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Citation
ربيع، فاطمة أحمد. (2024). أثر برنامج مُقترح قائم على الاكتشاف الموجّه في تنمية المهارات الكتابيّة الإملائيّة
لدى طلبة الصّفّ الخامس الأساسي [رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة
القدس. https://arab-scholars.com/01b1f7