درجة امتلاك طلبة الصف الثامن في محافظة بيت لحم لمهارات الفهم العميق في مادة اللغة العربية
Date
2021-01-18
Authors
سندس حسين أحمد عبد النبي
Sondous Hussein Ahmad Abd Al Nabi
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
جامعة القدس
جامعة القدس
Abstract
This study aims to identify the degree of mastery of deep understanding of the Arabic language as a whole, and for each skill separately of the eighth-grade students in the Bethlehem Region. The researcher has used the descriptive approach. To answer the questions of the study and to examine its hypothesis, the researcher has tested the skills of deep understanding, and has checked its validity and reliability. The sample of the study consisted of (353) male and female students from public and private schools at the Bethlehem Region. The sample was chosen according to the cluster stratified method.
The results showed that the degtee mastery of deep understanding of the Arabic language of the eighth-grade students in the Bethlehem Region came with an arithmetic mean of the total score (21.83) with a standard deviation (6.142) and a percentage of 60.6%. Interpretation skill showed the highest percentage (80.5%), followed by the skill of predicting an arithmetic avera percentage (59.5%), then the skill of fluency with percentage (59.1%), and finally the decision-making skill with a percentage of (54.9%).
The results also showed that statistically significant differences in the students’ mastery of deep understanding in the Arabic language are inexistent due to the gender variable, as well as for the various domains. However, the differences for the fluency skill were in favor of females.
There were also no statistically significant differences in the mastery of eighth grade students in the Bethlehem Region of deep understanding skills of the Arabic language due to the variable of the school type, as well as to the fields except for the skill of interpretation, where the differences were in favor of private schools.
Accordingly, the researcher recommended that the Arabic language curricula, for the various educational stages, must include deep understanding skills, training teachers on these skills, and conducting other similar studies related to deep understanding skills for different school level.