أثر استراتيجية التدريس الوسيط M.I.T في تنمية مهارات القراءة الإبداعية عند طلاب الصف الخامس العلمي

Abstract EN

The study aims to identify the effect of mediated instruction strategy (M.I.T) on developing skills of creative reading for 5th year students of scientific branch.

To achieve this aim, the researchers adopted an experimental design.

Therefore, section (A) is the experimental group that includes (31) students will be taught reading comprehension according to this strategy while section (B) is the control group that includes (29) students who will be taught reading comprehension according to the traditional method.

The study sample will include (60) students in which age equivalence is ensured, parent’s academic achievement, IQ test, and last year scores.

The researchers employ to analyze data, results of T test of two independent samples, T test for paired samples, Chi square (chi2), item discrimination index, difficulty coefficient equation, Pearson correlation, and Alpha Cronbach equation.

The study shows that there are no differences of statistical significance at the level (0,05) between the means of the students of the experimental group who studied according to (M.I.T) and the control group who studied according to the traditional method.

Moreover, there are no differences of statistical significance at the level (0.5) between the scores of the pretest and posttest of creative reading of the experimental group who studied according to mediated instruction strategy (M.I.T).