أثر استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الثاني المهني في مادة قواعد اللغة العربية

الملخص EN

The current research aims to find out the effect of the self-questioning strategy on second grade professional achievement in Arabic grammar.

To achieve the goal of the research, the researchers formulated the following null hypothesis: There is no statistically significant difference at the level (0.05) between the average scores of the experimental group students who study the Arabic grammar subject using the self-questioning strategy and the average scores of the control group students who study the same subject using the regular method.

(Inductive) In the post-achievement selection, the research was limited to second-grade vocational students in vocational preparations in Diyala Governorate for the academic year 2019-2020.

The research sample amounted to (36) students distributed in two divisions as Division (A) represented the experimental group consisting of (18 1) students, who were rewarded between the students of the two groups in the following variables (the grades of the previous year and the academic achievement of the parents) .The two researchers prepared an achievement test consisting of (30) items of the type of multiple test and were presented to a group of experts to verify the validity of the test, analyze the test items and calculate its variance It was applied to a sample of (60) students, and after analyzing the results of the answers of the students of the exploratory sample and treating them statistically using the appropriate statistical means, it was found that all the test items were valid.

In order to calculate the stability of the test, the classroom segmentation method was used, which treated its data using the Pearson correlation coefficient, which was made by the Speran-Brown equation, reaching (0,85), and after completing the experiment that lasted an entire semester, the achievement test was applied to the students of both groups of research and after analyzing the answers Students and treating them statistically by using the t-test.

The results of the experimental group students who studied in the usual (inductive) method showed the superiority of the post-achievement test, and in light of the broadcast results, the researchers concluded that the self-questioning strategy contributed to raising the level of academic achievement of second-grade professional students in Arabic grammar material, and the researchers recommended a number of recommendations and suggestions.