فاعلية برنامج تعليمي مستند إلى فلسفة الإعراب في التحصيل النحوي لدى طلاب الصف العاشر الأساسي في الأردن

Abstract EN

This study aimed to verify the effectiveness of an educational program based on the philosophy of parsing in the syntactic achievement of the participants of this study.

This study adopted quasi-experimental design.

To achieve this, the researcher prepared a multiple-choice test in the syntactic achievement to measure their performance.

The study sample consisted of (54) students from the tenth grade at Al-Khalidiya Secondary School in Jordan, during the first semester of the 2020/2021 academic year.

The participants were selected based on the convenience sampling, then they were divided into two groups.

One of the groups was chosen randomly as an experimental group, with a number of (26) students.

The experimental group was taught using an educational program.

The other one was a control group, with a number of (28) students.

The control group was taught using the regular program.

The results of the study showed a statistically significant difference in the cognitive levels of the syntactic achievement test (knowledge, understanding, and application) holistically and individually, between the performance of the two groups in post-application in favor of the experimental group.

The study recommended the adoption of an educational program based on the philosophy of parsing in teaching syntax.