فاعلية استراتيجيتي من التعلم النشط في تحصيل مادة القراءة الكردية الحديثة و استبقائها لدى طالبات الصف الرابع الأدبي

الملخص EN

The current research aims to identify (the effectiveness of the strategy of active learning in the collection of modern Kurdish reading material and its retention by the fourth-grade female students).

This research is determined by a sample of female students in the fourth grade in the day schools of the General Directorate of Education of Baghdad/ RUSAFA 1 for the academic year (2016/ 2017).

The researcher tested number of students in Al-Firdaws school for girls; the sample consists of (90) students, who were randomly selected divided into: group (A) who represents the first experimental group studied in accordance with the strategy of role-playing, and section (c) represents the second experimental group examined by using the strategy of Specialized hand, and the controlling group studied according to the usual method was section (b).

The equivalence was performed in the two variables (temporal age, intelligence) and the scientific material was represented by the material in the modern Kurdish Reading book to be taught for the fourth literary grade.

The experiment continued for a full year of study, the researcher formulated behavioral objectives and prepared the teaching plans, the search tool was applied to the three groups, and after treating the data statistically, Using a single-variance analysis There are differences of statistical significance at (0,05) Between the three research groups and to identify the source of the differences The sheffe method was used for the comparison of the dimension and in light of this, The results showed the positiveness of the adopted strategy and the elimination of the collection and retention of the students.

And, in the light of the results of the research presented, the researcher has a number of recommendations, including encouraging teachers and teachers to use active learning strategies that may contribute to raising academic achievement and not adhering to a single teaching method.