اثر (STS)‎ في إتجاهات طلاب المرحلة المتوسطة و تحصيلهم في مادة قواعد اللغة العربية

Abstract EN

The study aimed to find out the effect of (STS) on the attitudes of middle school students and their achievement in the subject (Arabic language grammar).

The sample consisted of first-grade intermediate students.

The experimental group included (72) students, and the control group (71) students.

An achievement test was prepared in its final form, consisting of (8) paragraphs of the multiple choice type, (11) paragraphs of the type of completion, and (12) paragraphs of the essay type.

A measure of trends was prepared that consisted of (31) items in its final form.

Validity and reliability were verified and the value of the reliability coefficient for the scale was (0.85) and for the achievement test (0.86), so the test is valid for the study.

The results showed that there were statistically significant differences between the average performance of the members of the experimental and control groups at the level of significance (0.05) in favor of the experimental group.

The results of the post-trend scale also showed that there were statistically significant differences between the averages of the trends of the members of the experimental and control groups, at the significance level (0.05), in favor of the quasi-experimental group.

In light of the results, the researcher concluded holding seminars and training courses for teachers to use the science, technology and society (sts) approach, encouraging Arabic language teachers to use (sts), and conducting studies similar to the current study on other materials