أثر نوعي تصحيح التعبير (المرمز و المباشر)‎ في الأداء التعبيري لطلبة المرحلة الأساسية العليا في الأردن

Abstract EN

This study aimed at inquiring the effect of symbolic and direct correction in compositional performance for the upper basic stage pupils in Jordan, in comparison with the traditional correction.

The sample of the study consisted of 120 male and female pupils from the ninth grade in the school year 2009/2010 (second term).

The subjects of the study were randomly divided into three groups.

Two experimental groups were formed; the symbolic correction was used for the first group, which consisted of 44 pupils, and the direct correction was used for the other, which consisted of 39 pupils.

While the traditional correction was used for the control group, which consisted of 37 pupils.

The duration of the study took one semester.

During that the pupils wrote six topics, using about 150-200 words for each topic in every class.

The teachers were asked to correct the writings using the three methods, respectively.

The notebooks were returned back to the pupils in the same week, with the intention that the pupils could recognize their mistakes and be guided for improving their new writings.

The results of the study revealed that there were significant differences (α = 0.05) between the means of the pupils achievement, attributed to the symbolic correction, and then the direct correction.

However, there were no significant differences (α = 0.05) attributed to the gender, and the interaction between the learning method and the pupils’ gender.

The study recommended to use symbolic correction as it is an effective method in improving pupils’ achievement.