فاعلية قصص كليلة ودمنة في تنمية المهارات اللغوية والقيم الأخلاقية لدى طلبة الصف الثالث الأساسي في محافظة رام الله والبيرة
Date
2017-07-20
Authors
خلود سميح عايشا
Kholoud Sameeh Aysha
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
This study aimed to find out the effect of using “Kalila and Demna” stories on developing language skills and moral values among 3rd grade students in Ramallah and Al-Bireh district.
To achieve these objectives the researcher used the experimental method, and prepared scales to check developing the language skills which are reading listening and moral values. The tools have been applied on a sample of (64) students enrolled in the two classes of the 3rd grade in the Spanish mixed and high elementary school. One of the two classes has been selected randomly as the experimental group by using “Kalila and Demna” stories, while the second class was set as a control group learned traditionally.
The researcher made a pretest which aimed to make sure that there is no difference between the experimental and control groups. The pretest showed that there are no statistical differences between the two groups.
The experimental group was taught by using educational methods supported by pictures about the story, while the control group was taught by using traditional methods. The validity and reliability of the study
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instruments were judged by a group of qualified experienced academics. Additionally, the reliability of the study scale for language skills was proofed statistically using the Test-Retest, while the reliability of study scale for moral values was proofed using the Cronbach’s alpha.
The results showed the following:
1. There are statistical differences in improving the language skills for the benefits of experimental group.
2. There are no statistical differences in improving language skills because of gender, but there was an improvement in listening skills for the benefits of males.
3. There are statistical differences in improving language skill attributed to the interaction between teaching and gender for the benefits of males.
4. There are statistical differences in improving the moral values attributed to teaching method for the benefit of experimental group.
5. There are no statistical differences in improving moral values because of gender.
6. There are no statistical differences in improving moral values attributed to the interaction between gender and teaching method.
In the light of these finding, the implementation of a teaching method based on the story style, has a clear effect on enhancing the effectiveness of students and strongly encourages them to learn. More studies are needed to recognize the difficulties that face teachers in teaching language skills such as reading and listening.