The effect of the collaborative reasoning discussions on the achievement of the female tenth graders in Southern Badia

العناوين الأخرى

أثر استخدام المناقشات الجماعية الفكرية على تحصيل طالبات الصف العاشر في مادة اللغة الانجليزية في البادية الجنوبية

مقدم أطروحة جامعية

Kamil, Halah Fuad Ali

مشرف أطروحة جامعية

al-Najadat, Jumah Said

أعضاء اللجنة

al-Sakarnah, Ahmad Khalaf
al-Khatayibah, Majid Muhammad
al-Mubayyidin, Husam al-Din Zakariyya

الجامعة

جامعة مؤتة

الكلية

كلية الآداب

القسم الأكاديمي

قسم اللغة الإنجليزية و آدابها

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2013

الملخص الإنجليزي

This study aims at investigating the effect of collaborative reasoning discussions (CRD) in teaching English reading comprehension on tenth graders' achievement.

This study tries to answer the following `questions : 1- Is there an effect of the collaborative reasoning discussions in reading comprehension upon the achievement of female tenth graders? 2- Is there a correlation between Collaborative Reasoning discussions and the female tenth grade students' level of linguistic competence (i.e high, intermediate, low )? The population (298 students) of the study consists of all female tenth graders in the schools of Southern Badia in the academic year 2012-2013.

A random cluster sample consists of (60) tenth grade students and is distributed into experimental and control groups.

To achieve the purpose of the study, a reading comprehension test is prepared and used before and after the treatment to measure the equivalence of the two groups with regard to their level of achievement in reading comprehension.

T-test is used to find out if there is any statistically significant differences in the students' achievement on the pre and post test.

The findings of the study are as follows: there is a statistically significant difference between the students who are taught using collaborative reasoning discussions and those who are taught by the conventional method of teaching in favor of CRD.

One-Way ANOVA analysis is used to find out if there are significant differences in the achievement of tenth graders who studied English reading comprehension by using the collaborative reasoning discussions attributed to students' level of linguistic competence at the significance level ( α = 0.05). There are significant statistical differences between the means of high, intermediate and low students who studied English comprehension by using collaborative reasoning discussions.

The researcher recommends that curriculum planners and teachers of English adopt the collaborative reasoning discussions for teaching English reading comprehension.

التخصصات الرئيسية

اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• تعلم اللغة الثانية
• الأردن
• اللغة الإنجليزية

عدد الصفحات

35

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-347382