أثر اختلاف أنماط التعلم التشاركي عبر الويكي (Wiki)‎ على تنمية مهارات الفهم القرائي لدى طلاب الصف الخامس الابتدائي في محافظة المندق

الملخص EN

The study aimed at the effect of different types of participatory learning through wiki on the development of reading comprehension skills among the students of the fifth grade in Al-Mandaq governorate and its detection.

The study followed the semi-experimental method, using two experimental and control groups, the study sample consisted of (31) students of the fifth grade in Al-Mandaq governorate.

They were randomly distributed to two groups (16) experimental (studied using the wiki-based learning program) and (15) controls (studied in the usual way).

The tools of the study were a test to measure the development of reading comprehension skills among students in the fifth grade of the third unit of the course "My body and health", (20) of the type of multiple choice and complete the vacuum, and a designed program based on the use of wiki in the teaching of the unit "our bodies and health" in the students of the fifth grade in Al-Mandaq governorate to develop the academic achievement, The psychometric characteristics had been ascertained for the tools of the study from validity and reliability by applying on exploratory sample from outside the sample studied.

• The results of the study revealed that there were statistically significant differences at the level of (α ≤ 0.05) between the mean scores of the first experimental group (which learns through the synergistic participative learning pattern) in the pre and post-test for the reading comprehension skills as a whole and all its dimensions for the benefit of post-test achievement.

• There were statistically significant differences at the (α ≤ 0.05) level between the mean scores of the second experimental group (which learns through the pattern of serial participative learning) in the pre and post-test grades to test the reading comprehension skills as a whole and all its dimensions for the benefit of post-test achievement.

• There were no statistically significant differences at the level of (α ≤0.05) between the mean scores of the first experimental group (which learns through the synergistic participative learning pattern) and the second experimental group (learning through the participative pattern of learning) in the post-test to test reading comprehension skills as a whole in all its dimensions.

In light of the results of the study, the researcher recommended the need to re-design and build language learning curricula at all levels in the light of participatory learning through the web in its two patterns (synergy and serial) to increase and develop the students' literacy skills and their ability to understand content, train teachers and educate educators on the importance of applying participatory learning across the web.