أثر إستراتيجية (معلوماتي المتسلسلة)‎ في الأداء التعبيري عند تلاميذ الصف الخامس الابتدائي

Abstract EN

Through this research, the researcher aims to know the effect of my serial information strategy on expressive performance of fifth grade pupils.

The researcher chose a sample of (53) students from fifth grade primary school in (Poets of Iraq) elementary school affiliated to the Dhi Qar Education Directorate, the Education Department of Sukkar Castle In Al-Wehda neighborhood, it was distributed randomly between two control and experimental groups by (28) students in the experimental group and (25) students in the control group.

To achieve this, the researcher formulated (77) behavioral goals, and after presenting them to experts and arbitrators, the behavioral goals in their final form became (70) goals.

He prepared teaching plans for the subjects of expression in light of the content of the material and the behavioral objectives and according to the strategy of my serial information and its steps for the experimental group and according to the usual method for the control group.

The researcher rewarded between the two groups statistically for using the T-test for two independent samples and a chi-square in the chronological age variables calculated in months and the academic achievement of each of the fathers and mothers and the degree of the Arabic language for the half year.

The researcher used a tool to measure the level of the students of the two research groups for expressive performance.

The researcher used several statistical methods, namely (T-test for two independent samples, Chi square, Pearson correlation coefficient).

The researcher reached the superiority of the experimental group students over the control group students in expressive performance, and the difference was statistically significant between students of the two groups (the experimental group and the control group) when The level of significance (05, 0) and the degree of freedom (51) for the benefit of the experimental group, and the most prominent conclusions were: The strategy of my serialized information improves the expressive performance of the fifth grade pupils because it leads to the preservation of vocabulary and meanings, and the teaching of expression according to the strategy of my serialized information requires time Effort and skill from the teacher.