The effect of an instructional programme based on some cultural strategies on the learning of the cultural content by Jordanian basic stage students

العناوين الأخرى

أثر برنامج تعليمي مبني على بعض الاستراتيجيات الثقافية في تعلم المحتوى الثقافي لطلبة المرحلة الأساسية في الأردن

مقدم أطروحة جامعية

Bani Abd al-Rahman, Umar Naim

مشرف أطروحة جامعية

al-Smadi, Uqlah Mahmud

أعضاء اللجنة

Abu Nabah, Abd Allah Matar
al-Jadri, Adnan Husayn
Husayn, Riyad Fayiz Isa

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2005

الملخص الإنجليزي

The purpose of this study was to design an instructional programme based on some cultural strategies on the learning of the cultural content by Jordanian tenth grade students.

This study sought to answer the following questions: 1- Are there any statistically significant differences in the mean scores of tenth grade students on the cultural achievement test due to the instructional programme (cultural strategies/ the traditional method)? 2- Are there any statistically significant differences in the mean scores of tenth grade students on the cultural achievement test due to the interaction between the instructional programme and gender? 3- Which strategy/s contributed most to the achievement of the subjects on the cultural achievement test? The subjects of this study consisted of 105 male and female tenth grade students allocated in four classes.

Two male classes constituted a control group and an experimental one and two female classes formed a control group and an experimental one.

The subjects of the study were pretested and posttested using the same test.

The experiment took place in the first semester, 2004/2005.

To answer the questions of the study, the researcher designed an instructional programme based on the following cultural strategies: cultural capsules, cultural problem solving, cultural assimilator, and cultural fact-based approach.

Then, the researcher established the required validity and reliability of the programme components.

Moreover, to ensure the equivalence and homogeneity of the different groups, the researcher conducted one-way ANOVA on the students’ results of the pretest.

The instructional material consisted of the first twelve units of the tenth grade Student’s Textbook, (PETRA 6).

The researcher rewrote the intended material according to the four cultural strategies mentioned above.

Afterwards, the experimental group was taught the cultural items according to the four cultural strategies while the control group was taught via the traditional method (definitions and translations).

The implementation of the programme lasted for one semester.

At the end of the semester, the two groups sat for the cultural achievement test.

Besides, two-way and one-way ANOVA were employed to analyse the data of the study.

The findings of the study revealed statistically significant differences in favour of the experimental group who was taught according to the instructional programme based on some cultural teaching strategies.

There were no statistically significant differences attributed to the interaction between gender and the instructional programme.

Moreover, the cultural capsules and cultural assimilator were superior to the other two cultural strategies.

There were no statistically significant differences between cultural problem solving and cultural fact-based approach.

In the light of these findings, the researcher presented some conclusions and recommendations.

For example, he recommended that teachers use advanced technology such as interactive media to present audio-visual materials which are essential to link linguistic performance with communication and cultural awareness.

Moreover, teachers should attain more awareness to present cultural information through visual approaches such as using photographs and video tapes alongside the other strategies and procedures which have been employed in the instructional programme.

Moreover, the researcher urged teachers to prepare extra stimulating cultural activities based on cultural teaching strategies for motivating students to comprehend the cultural content.

He also recommended to conduct further studies concerning the use of other cultural teaching strategies in learning the cultural content by the basic and secondary stages in Jordan.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

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

عدد الصفحات

275

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-435774