The effect of students’ perception and matching instruction with cognitive style on secondary stage students’ achievement in English literacy skills in Jordan

العناوين الأخرى

أثر إدراك الطلبة لنمط تعلمهم و أثر المواءمة بين أسلوب التدريس و أنماط التعلم على تحصيل طلبة الصف الأول الثانوي في مهارات القراءة و الكتاب باللغة الإنجليزية في الأردن

مقدم أطروحة جامعية

Dawud, Jamilah Abd al-Halim Shakir

مشرف أطروحة جامعية

Shair, Awatif Ali

أعضاء اللجنة

al-Duwayk, Badr Said
al-Kumi, Abd al-Salam Abd al-Khaliq
al-Jadri, Adnan Husayn

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

2008

الملخص الإنجليزي

This study aimed to investigate the effect of students’ perception of their cognitive styles and matching instruction أا؛له these cognitive styles on Secondary Stage Students’ Achievement in English Literacy Skills in Jordan through answering the following questions: 1- Is there a difference in achievement in Literacy Skills among students due to perception of their cognitive style? 2- Is there a difference in achievement in Literacy Skills among students due to matching instruction with their cognitive sft^le? 3- Is there a difference ١١؛ achievement in Literacy Skills among students due to interaction between perception of cognitive style and matching instntction with cognitive style? The study adopted the factorial design.

The subjeets were ٥١١، hundred and twenty female students equally divided in four groups according to two variables: I-having perception of cognitive style or having no perception of cognitive style.2-getting instruction that match their cognitive style or getting ordinary instruction.

These students were purposefully chosen from A1 ^'uzha Comprehensive School, Amman Fourth Directorate of Education because this school, where the researcher used to work, facilitated conducting the study for her. The Group Embedded figures Test ((؛El l ) was used to identify the cognitive style of students as Field Dependent or Field ^dependent.

٥٢ ا،أ؛ا؛ the participants were given knowledge about their cognitive styles and their instructional implications.

The researcher designed instructional program in a way that matched students’ cognitive styles as f ield Dependent/Field Independent.

The material in the program was based on the content of the First Secondary Class textbook for teaching English as a foreign language Jordan Opportunities2).

Half of the participants were taught ،١٦ a way that matched their cognitive styles. Its validity and reliability were confirmed.

The test was administered at the end of the treatment to find out the effect of perception and matching instruction to cognitive style on the achievement of first secondary stage students in English literacy skills. '1'he Two-Way ANOVA Analysis of variance was utilized to answer the uestions of the study and test its hypotheses.

'1'he results indicated that the؟ only factor that affected students’ achievement in English literacy skills was ,matching instruction with their cognitive styles fiirther research be conducted on matching ،ا؛أاا was recommended ٢[ eachers are ا .itive style and perception of cognitive style^؛instruction to co recommended to consider the cognitive styles of students in the instnictional process.

التخصصات الرئيسية

العلوم التربوية

الموضوعات

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

عدد الصفحات

254

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-436411