أثر استراتيجية الدقيقة الواحدة في التحصيل المعرفي لمادة الأدب و النصوص لدى طلاب الصف الخامس الأدبي

الملخص EN

The research aims to identify “The Impact of One-Minute Strategy in Cognitive Achievement of the Material of Literature and Texts among Fifth Grade Literary Students”, and to achieve this goal the researcher set the following sub-objectives: 1.

Designing teaching plans to teach according to the one-minute strategy of literature and texts material.

2.

To measure the impact of the teaching plans designed according to the one minute strategy paper by implementing them on fifth grade literary students, and in order to achieve the goal of the research the researcher formulated the following hypotheses: The First Hypothesis: there is no statistically significant difference at the level of significance (0.05) between the average grades of students of the two experimental groups and the control in the cognitive achievement test in literature and text material in pre-tests.

The Second Hypothesis: There is no statistically significant difference at the level of significance (0.05) between the average grades of students of the two experimental groups and the control in the cognitive achievement test in literature and text material in post-tests.

The Third Hypothesis: there is no statistically significant difference at the level of indication (0.05) between the average score of students of the two experimental groups and the control in the cognitive achievement test to measure the impact of one minute strategy in literature and texts material in post-tests.

The research sample consisted of (46 students) at fifth grade /literary from AL-Talaa Al-Nadhed Preparatory School for boys divided between two groups, were section (A) represents the experimental group and the number of its students are (23) studied using the one minute strategy, and the section (B) represented the control group and the number of its students (23) studied using the traditional way.

The researcher equaled statistically between the two groups in a number of variables (test of previous experience, chronical age, educational achievement of parents), then the researcher identified the scientific material and formulated (84) behavioral goals and prepared the teaching plans.

The researcher prepared a tool for a post-test in cognitive achievement consisting of (30 items) of the type of multiple choice with four alternatives, and its validity, stability were checked.

The researcher used statistical means (T-test for two independent and equal samples and square K2, discrimination and difficulty factors for objective items, effectiveness of wrong alternatives, and correlation coefficient Pearson for calculating stability, and equation of the size of the effect (Cohen, 1988).

The results after being processed statistically showed the superiority of the experimental group that studied using the one-minute strategy in the cognitive achievement of literature and texts material, and at the end of the experiment the researcher came up with a set of conclusions, recommendations, and suggestions in which emphasized the effectiveness of the one-minute strategy in the cognitive achievement of literature and texts material.

The researcher suggested similar studies for other dependent variables and for other stages of study.