أثر برنامج تعليمي قائم على استراتيجية التخيل في تنمية الذكاء العاطفي والتواصل الشفوي في اللغة العربية لدى طلبة الصف السادس في محافظة الخليل
وصال إبراهيم محمد الهور
Wesal Ibrahim Mohammad AL-hour
This study aims to examine the impact of using the imagination strategy on sixth grade students’ emotional intelligence, and oral communication in Arabic language. The study population consisted of all six grade students in the schools of Hebron Directorate of Education for the academic year 2019/2020 (6400 students), while the study sample consisted of (61) students from two sections of six grade students in two schools (Suad Natsheh School for girls and Dweik Elementary School for boys). The study in hand used two groups of students enrolled in two sections in each school: the control group (students study the academic content in the usual way) and the experimental group where students study the same academic content according to the study strategy). To test the efficiency of the imagination strategy, the researcher developed a questionnaire to measure the emotional intelligence development, and a Check List to measure oral communication, as well as a teacher’s manual as a guide for applying the strategy of imagination. The strategy’s validity and reliability were verified in the appropriate way. The researcher adopted the experimental approach with semi-experimental design, it included two groups (experimental and control) of two sections (males and females) for each group. The experimental group studied the content using the strategy of imagination and the control group studied the content using the usual way. Data were analyzed using the three-way analysis test (ANCOVA) to measure the impact of the strategy on both emotional intelligence and oral communication in the experimental and control groups. The results showed that there are statistically significant differences between the two groups in favor of the experimental group. There was a positive effect of using a program based on imagination strategy on the development of emotional intelligence attributed to gender variable, and in favor of males, and another positive effect on the development of emotional intelligence due to the interaction between gender and the teaching method variables, the difference is in favor of males in the experimental group, in addition to a significant effect on the development of oral communication skills attributable to the method of teaching and in favor of the experimental group, as well as to the areas.