أثر استراتيجيات التذكر في تحصيل تلميذات المرحلة الابتدائية في مادة قواعد اللغة العربية \

Abstract EN

This study aims to find out the effect of remembering strategies on the achievement of primary school girl students at Arabic grammar .

To achieve this aim , the researcher put the following null hypothesis : There is no statistical difference at level (0.05) at the average marks of the experimental group girls that study grammar in accordance to the strategy of Series and the average marks of the second experimental group that study grammar in accordance to the strategy of Visualization and the average marks of the controlling group at achievement .

The researcher designed an experimental From of an exact design of the first and second experimental groups , the controlling group and the post-test .

The sample was chosen intentional from Al-Hudiybia Girl School At Diyala province to apply the experiment .

The researcher intentionally chosen three classes from this school : section – A- represented the first experimental group with 30 girl students who studied grammar in series method , Section –B- represented the second experimental group with 30 girls who studied grammar in visualization method and section – C- who which represented the controlling group with 31 students that studied grammar in the usual classical way .

The total was 91 students .

The researcher retributed the students in the following variables (age by months , students marks of grammar for the previous year , parental academic achievement and the test of language ability ).

The treatment showed that there was no difference between the students of three group in relation to the variables.

The researcher taught the three groups by herself after preparing a teaching plan for each grammatical topic (in accordance to remembering strategies for the first and second experimental groups and usual classical strategies for the controlling group) , formulated the behavioral aims of the study and there presented them to a group of specialists .

The researcher also formulated a post – achievement test of a multiple – choice type characterized by truth validity and reliability .The researcher applied the post- a achievement test on the girl students using Ttest K2, Difficulty coefficient, Ease Coefficient Pearson's coefficient and the proficiency of wrong substitutes .

The researcher reached to the following conclusions : 1- The excellence of the first and second experiment groups who studied grammar in accordance to remembering strategy over the controlling group who studied grammar in the usual classical way .

2- Remembering Strategies match the samples and the strategies of cognition and technology to help the students manage cognition away from memorization .

These strategies help students find Substitutes to increase their Knowledge .

The researcher recommended the following :