The effect of a remedial programme on higher basic stage students in the English reading and writing skills based on diagnostic tests

العناوين الأخرى

أثر برنامج علاجي على طلبة المرحلة الأساسية العليا في مهارتي القراءة و الكتابة في اللغة الإنجليزية مستنداً إلى الاختبارات التشخيصية

مقدم أطروحة جامعية

Ismail, Rabih Muhammad

مشرف أطروحة جامعية

Husayn, Riyad Fayiz Isa

أعضاء اللجنة

Shair, Awatif Ali
Abu Zaynah, Farid Kamil
al-Smadi, Uqlah Mahmud

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 present study aimed at examining the effect of a remedial programme for higher basic stage students in the English reading and writing skills.

Specifically, it attempted to answer the following main question: Are there statistically significant differences between the mean scores of the achievement of the experimental groups and the control groups in the English reading and writing skills due to the implementation of the remedial programme? The subjects of the study were 900 seventh, eighth and ninth grade students who were distributed into twelve schools in two directorates of education in Amman.

Two sections were taken from each school.

Section A formed the experimental group, which received the instruction through the remedial programme; while section B served as a control group and was taught by the conventional method.

In this study, diagnostic tests were used as a tool for identifying weaknesses of seventh, eighth and ninth grade students in the English reading and writing skills at the outset of the study.

The weaknesses, related to the English reading skill as revealed by the diagnostic tests, were (lexical usage, identifying the main idea, telling the gist, extracting specific information, expressing opinion, comprehension and speed reading).

The weaknesses, related to the English writing skill as revealed by the diagnostic tests, were (lexical usage, organisation, structure and mechanics).

Then, an achievement pre test, based on the results of the diagnostic tests, was administered.

The diagnostic tests and achievement test, comprising two domains: reading domain and writing domain were devised and content validated.

The computed reliability for internal consistency was (0.85).

The analysis of covariance T- test was used to detect the significance of differences between the groups’ means at * < 0.05.

A remedial programme for reducing those weaknesses was developed by the researcher. The results of the study showed that there was a statistical significant difference at * < 0.05 between the grand mean scores of the two groups on the entire achievement posttest in favour of the experimental group.

The results, also, showed that there was a statistical significant difference at * < 0.05 level between the females' means in the experimental group and their matched males' means in the two skills of the achievement test attributed to the remedial programme in favour of the female students.

The study concluded that more research is recommended to provide additional knowledge with regard to the replication of the experiment at other different levels of learners in school and other educational institutions.

It also recommended that integration of teaching and assessment is a must.

It also recommended that curricula designers must take into consideration remedial activities to be embedded into curriculum; especially English language one.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

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

عدد الصفحات

232

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-436470