The effect of the collaborative reasoning discussions on the achievement of the female tenth graders in Southern Badia
Other Title(s)
أثر استخدام المناقشات الجماعية الفكرية على تحصيل طالبات الصف العاشر في مادة اللغة الانجليزية في البادية الجنوبية
Dissertant
Thesis advisor
Comitee Members
al-Sakarnah, Ahmad Khalaf
al-Khatayibah, Majid Muhammad
al-Mubayyidin, Husam al-Din Zakariyya
University
Mutah University
Faculty
Faculty of Arts
Department
Department of English Language and Literature
University Country
Jordan
Degree
Master
Degree Date
2013
English Abstract
This study aims at investigating the effect of collaborative reasoning discussions (CRD) in teaching English reading comprehension on tenth graders' achievement.
This study tries to answer the following `questions : 1- Is there an effect of the collaborative reasoning discussions in reading comprehension upon the achievement of female tenth graders? 2- Is there a correlation between Collaborative Reasoning discussions and the female tenth grade students' level of linguistic competence (i.e high, intermediate, low )? The population (298 students) of the study consists of all female tenth graders in the schools of Southern Badia in the academic year 2012-2013.
A random cluster sample consists of (60) tenth grade students and is distributed into experimental and control groups.
To achieve the purpose of the study, a reading comprehension test is prepared and used before and after the treatment to measure the equivalence of the two groups with regard to their level of achievement in reading comprehension.
T-test is used to find out if there is any statistically significant differences in the students' achievement on the pre and post test.
The findings of the study are as follows: there is a statistically significant difference between the students who are taught using collaborative reasoning discussions and those who are taught by the conventional method of teaching in favor of CRD.
One-Way ANOVA analysis is used to find out if there are significant differences in the achievement of tenth graders who studied English reading comprehension by using the collaborative reasoning discussions attributed to students' level of linguistic competence at the significance level ( α = 0.05). There are significant statistical differences between the means of high, intermediate and low students who studied English comprehension by using collaborative reasoning discussions.
The researcher recommends that curriculum planners and teachers of English adopt the collaborative reasoning discussions for teaching English reading comprehension.
Main Subjects
Languages & Comparative Literature
Topics
No. of Pages
35
Table of Contents
Table of contents.
Abstract.
Chapter One : Theoretical background.
Chapter Two : Review of related literature.
Chapter Three : Design and methodology.
Chapter Four : Findings and discussion of the study.
References.
American Psychological Association (APA)
Kamil, Halah Fuad Ali. (2013). The effect of the collaborative reasoning discussions on the achievement of the female tenth graders in Southern Badia. (Master's theses Theses and Dissertations Master). Mutah University, Jordan
https://search.emarefa.net/detail/BIM-347382
Modern Language Association (MLA)
Kamil, Halah Fuad Ali. The effect of the collaborative reasoning discussions on the achievement of the female tenth graders in Southern Badia. (Master's theses Theses and Dissertations Master). Mutah University. (2013).
https://search.emarefa.net/detail/BIM-347382
American Medical Association (AMA)
Kamil, Halah Fuad Ali. (2013). The effect of the collaborative reasoning discussions on the achievement of the female tenth graders in Southern Badia. (Master's theses Theses and Dissertations Master). Mutah University, Jordan
https://search.emarefa.net/detail/BIM-347382
Language
English
Data Type
Arab Theses
Record ID
BIM-347382
