أثر أنموذج برسلي في التحصيل و الاحتفاظ لدى طلاب الصف الثاني المتوسط في مادة قواعد اللغة العربية

الملخص EN

The current study aims at identifying The Effect of Brisly Pattern in the acquisition and memorizing among second intermediate students stage in the field of Arabic Language grammar by verifying the validity of the following zero hypotheses : 1.

There is no significant difference at the level (0.05 ) between the average score of students in the experimental group who have studied the Arabic grammar by Brisly pattern with those who have studied by normal way in the post.

2.

There is no statistically significant difference at the level (0.05 ) between the average score of students in the experimental group who have studied the Arabic grammar by Brisly pattern with those who have studied by traditional method in the preservation test.The study applied the partial experimental method.

The sample of this study was (64 ) students with (32) students in the experimental group and (32) students in the control group who were randomly selected from Al-Hussam Secondary school in the district of Baquba, the city center of Diyala.

Two sections were selected, one ( A ) which represented the experimental group and section ( B) represented the control group.

The researcher applied the equivalent between the two groups in the age variable calculated by months, the marks which are got in the Arabic grammar in the previous year and the education grade for their parents, and the pre-test for the second intermediate stage.

The researcher identified the behavioral goals which are( 90) goals in their final form and by the agreement of (80%) of experts and the Adjudicators in Arabic Language grammar and the methodology.

The researcher prepared the lesson plans for( 9) subjects which are: Indications of original and subtitled .The five Nouns, morphology, Transitive and intransitive verbs, Passive voice, The Object, Cognate Accusative, The Circumstantial Accusative and the Exception, and it was about 18 plans with two lessons in a week for the two groups, and the researcher showed two patterns to the experts and the adjudicators in Arabic language and its methods, and he prepared items for the pre-test and the post-test, the post-test contained( 30) objective test items, they are : completing , fill in the gaps and making sentences ) which are showed to the experts and the adjudicators and they agreed with (80%).

The researcher investigated the validity of the test and its stability and the coefficient stability was 88% which was very good and the researcher investigated the psychometric features (the coefficient of difficulty, the power of excellence and the effectiveness of the wrong alternatives ) .

The researcher applied the test to the both groups in which lasts twelve weeks, and the researcher adopted the statistical tools unified in the educational package of (SPSS) (20 version) as follows: the T-Test, for two independent and interrelated samples, the coefficient of difficulty and the equation of paragraph distinction, the effectiveness of the wrong alternatives, Person Correlation Coefficient formula, Spearman Correlation, Kuder-Richardson.

After correcting the answers and processing the data statistically, the researcher reached a result that can be a summed up as follows: The students of the experimental group who studied the Arabic Language by Brisly strategy outmatch the students of the control group who studied the traditional method followed, in which their marks had been growing growth in the development between the pre-test and the post-test for the post-test of the experimental group .The researcher recommends to teach the grammar of the Arabic Language according to Brisly strategy because of its effectiveness in increasing the preservation and the researcher suggests conducting similar study for the current study on another educational branches as literature and texts.

The researcher recommended a number of recommendations, including the adoption of the Presley model in teaching Arabic grammar in other academic stages, and the necessity of emphasizing the educational supervisors to adopt the Presley model in education