أثر أنموذج التعلم ثنائي الموقف في تصحيح مفاهيم قواعد اللغة العربية المغلوطة عند طالبات الصف الأول المتوسط

Abstract EN

This research aims to: Know the effect of the dual-position learning model in correcting the misconceptions of Arabic grammar among first-grade intermediate students, and in order to achieve the goal of the research, the researcher followed the procedures of the experimental approach and adopted an experimental design with partial control, which is the design of the two equal groups, with a post-test Just.

The research sample amounted to (86) female students from the first intermediate grade in the (Umm Al-Moamin Female Intermediate School) affiliated to the Rusafa Second Education Directorate / Municipalities, the first course of the academic year (2019- 2020).

The students ’timelines are calculated in months, the parents’ academic achievement, the academic self-motivation test, the writing test for intelligence, and the incorrect concepts of Arabic grammar).

The researcher prepared a test on the concepts of erroneous Arabic grammar, and the test consisted of (21) paragraphs.

Ca2), the equation of the α-Cronbach coefficient, the equation of the difficulty factor, the equation of the ease coefficient, the equation of the efficacy of the wrong alternatives).

After analyzing the results statistically, the researcher concluded the followingث There is a statistically significant difference at the level of significance (0.05) between the mean scores of the students of the two research groups in the test of correcting incorrect Arabic grammar concepts in favor of the experimental group