أثر برنامج تربوي قائم على الأمثال العربية و الشعبية في تنمية المشاركة الوجدانية لدى طالبات المرحلة الإعدادية

Abstract EN

The aim of the research is to answer the question below: (What is the impact of educational program based on Arabic and popular proverbs on developing the emotional participation of preparatory stage female students? ) In the light of this aim, the following hypotheses have been set: The first hypothesis: (There is no statistically significant difference at (0.05) between the mean (growth) scores of emotional participation among the experimental group students in the pre and posttests).

The second hypothesis: (There is no statistically significant difference at (0.05) between the mean scores of emotional participation among the students of the experimental and control groups in the post application).

The third hypothesis: (There is no statistically significant difference at (0.05) between the average growth of emotional participation among the students of the experimental and control groups in the pre and posttests).

The research sample consists of (45) students chosen by the simple random method from fourth year preparatory school students / the scientific branch.

The sample is divided among two groups; experimental group of (24) students have been chosen from Qurtuba Preparatory School for girls, and the control group of (21) students have been chosen from Khadija Al-Qubra Preparatory School for Girls.

To achieve the objectives of the research, the design of the two equivalent groups was adopted by verifying the equivalence of the variables (emotional participation, chronological age (in months), educational attainment of parents (father, mother), number of family members, immigration (not displaced from his home - displaced from his residence), class And the school branch).

The researcher also adopted the measure of affective participation prepared by him jointly with Al-Mawla (Al-Tareea and Al-Mawla, 2012) after verifying its validity by presenting it to experts, as well as its reliability, which is extracted after retesting (0.79).

The researcher also construct an educational program, which consists of a group of lessons derived from Arab and popular proverbs, including 11 lessons after verifying its face validity by presenting it to the experts.

The results were extracted using the Pearson correlation coefficient, the chi square, the T-test for two correlated samples, two independent samples, and the T-test to identify the significance of the correlation coefficient, as well as the ETA square equation to identify the impact of Arab and popular proverbs on developing emotional participation.

The researcher also prepared (11) lessons of Arab and popular proverbs in their final form after verifying their face validity by presenting them to the experts.

The results show a statistically significant difference between the mean (growth) scores of the pre and posttest for the experimental group and in favor of the post test, and this result indicates a high level of emotional participation among the students of the of the experimental group as a result of the application of the educational program based on Arabic and popular proverbs, and thus rejecting the null hypothesis.

The results also show that there was a statistically significant difference between the mean scores of the two groups (experimental and control) in the post-test, that is, after the application of the (educational program) and in favor of the experimental group, thus rejecting the null hypothesis.

As well as the existence of a statistically significant difference in favor of (the difference) for the computed mean of the scores for experimental group after applying the lessons compared to the computed mean (the difference) for the post-test scores for the control group, and thus rejecting the null hypothesis.

In light of the results, the researcher sets number of conclusions, recommendations and suggestions.