تأثير أسلوب التعليم الملطف في خفض تشتت الانتباه لدى تلاميذ المرحلة الابتدائية

Abstract EN

Attention diffusion is regarded from the basic factors that leads to reducing of the achievement of pupil interaction with the surrounding environment especially, classroom environment.

A case which reduces from the opportunities of attaining learning actively.

A child may perform patterns of behavior that are inappropriate lead to attention diffusion of his friends in the classroom and even his teachers who face difficulty in administrating the lesson because of these behaviors, Attention diffusion is considered as one of the most and familiar problem in the early and middle age stages.

It is prevalent in almost all societies despite of their variety cultures and customs.

Although, that attention diffusion is not considered as one of the difficulties of learning, it constitutes in itself a behavioral and developmental problem reveals a negative impact on learning and perceiving processes, The present research aims at knowing the " effect of gentle teaching styles in reducing attention diffusion of pupils in primary school stage".

In order to achieve this aim, the researcher has put the following hypotheses: -There are no statistically significant differences among the ranks of grades of the pre and post-tests in the first experimental group which uses gentle teaching on the attention diffusion scal , The present research is confined to pupils of the fourth primary class in Baghdad schools/ Al-Karkh, the second from both gender (male/female) in the academic year 2014/2015 , The results show that the differences between the two experimental groups are statistically not significant.

controlled groups, the results are for the benefit of the first experimental grop, As for the differences between the second experimental and the controlled groups, they are significant and the results are for the benefit of the second experimental group.

That means that the two counseling styles are effective and have the effect in changing the grades of pupils on the estimation list of attention diffusion, where the counted value is (14.649) under significant level (0.05) and freedom degree (2).

As for the tabulated value, it is (5.99) in Croskal test.

When ascertaining from the continuous effect of the two styles, the post-test has been applied after (21) days where the results of Wellcoxin test are: the counted value of (o) is (23) and the tabulated is (21) under significant level (0.05).

Accordingly the differences are not significant between the two experimental groups (first-second) which used gentle teaching and playing styles.

In post-test, it has been shown that the style of gentle teaching is the best.

However, the researcher has mentioned a number of recommendations, like, the necessity to focus on training on the styles of gentle teaching and playing in the programs of preparing and training teachers and the necessity to include these two styles in the curricula of education colleges and institutions in order to get benefit from the list of estimation of attention diffusion in order to diagnose pupils who suffer from problems of attention diffusion.

In the light of the research results, the researcher has put forward a number of suggestions