أثر أنموذج Lorsbach في اكتساب المفاهيم النحوية عند طالبات الصف الرابع الإعدادي و استبقائه لديهن

Abstract EN

Current research aims to find out :The effectiveness of the Lorsbach model in acquiring and retaining the grammatical concepts of the fourth-grade preparatory students.

To achieve the goals of research researchers put the following hypotheses: 1-There are no statistically significant differences between the average scores of the experimental group students who will study the Holy Quran and grammatical education model (Lorsbach) and between the average scores of the students of the control group who will study the same material (in the traditional way) in the test of the acquisition of grammatical concepts dimensional.

2 - There are no statistically significant differences between the average scores of the experimental group students who will study the grammar of Arabic grammar model (Lorsbach) and the average scores of students of the control group who will study the same material (in the traditional way) in the second application of the conceptual acquisition test (retention).

3 - There are no statistically significant differences for the experimental group between the first application and the second application of the conceptual acquisition test (retention).

The researchers followed the experimental approach to know the effectiveness of the Lorsbach model in acquiring and retaining grammatical concepts among fourth-grade preparatory students.

The current research was limited to fourth-grade students in secondary, schools for girls in the six directorates of education of the General Directorate of Baghdad Governorate / for the academic year (2018-2019).

The researchers used an experimental design with partial control of two groups (experimental and control) in the pre- and post-test.

The research sample consisted of (68) fourth-grade students who were randomly selected from (Firdous High School for Girls) by (34) students for the experimental group.

And (34) students of the control group, the researchers rewarded between the two groups in many of variables, like (intelligence - previous information - degrees of the previous year - chronological age calculated in months - father achievement - mother achievement) and studied the experimental group (model Lorsbach) while the control group studied) In order to carry out the research experiment Two research plans for (30) plans (15) for the experimental group and (15) for the control group.

The researchers studied the two groups themselves during the duration of the experiment, which lasted (14) weeks, and to measure the two variables prepared by the researchers (the test of the acquisition of grammatical concepts) and the test consisted of (60) paragraph and the researchers confirmed the validity of the test and its stability and statistical analysis of its paragraphs (difficulty-distinguish _ effectiveness alternatives-stability.

The researchers applied the following statistical methods to analyze the results (T-test for two independent samples, chi-square, difficulty coefficient, coefficient of excellence, efficacy of wrong alternatives, stability coefficient, Pearson correlation coefficient, Spearman correlation coefficient, T coefficient of two coherent samples) The researchers reached the following conclusions: 1.

There is a statistically significant difference between the average scores of the experimental group and the average of the control group in the post application to test the acquisition of grammatical concepts for the benefit of the experimental group.

2.

There is a statistically significant difference between the mean of the experimental group and the average of the control group in the second application (retention) to test the acquisition of grammatical concepts for the benefit of the experimental group.

3.

There is a statistically significant difference between the average scores of the experimental group in the first application of the test of the acquisition of grammatical concepts and the second application (retention) and in favor of the first application of the test of the acquisition of grammatical concepts