The effect of a proposed remedial program based on the cognitive and metacognitive strategies on the listening comprehension achievement of the Jordanian higher basic stage students in English

Other Title(s)

أثر برنامج علاجي مقترح مبني علي استراتيجيات المعرفة و ما وراء المعرفة في تحصيل الاستيعاب السمعي لدى طلبة المرحلة الأساسية العليا في الأردن

Dissertant

Wasws, Halimah Isa

Thesis advisor

al-Smadi, Uqlah Mahmud

Comitee Members

al-Abd al-Haqq, Fawwaz
al-Jadri, Adnan Husayn
al-Abbas, Sulayman Awwad

University

Amman Arab University

Faculty

Faculty of Educational Sciences and psychological

Department

Department of Curriculum and Instruction

University Country

Jordan

Degree

Ph.D.

Degree Date

2007

English Abstract

This study aimed at investigating the effect of using a proposed remedial program based on the cognitive and metacognitive strategies on the listening comprehension achievement of the Jordanian seventh grade female students in English. This study attempted to answer the following questions; 1.

Is there any statistically significant difference between the mean scores of students using the note-taking strategy and those using the ordinary technique on the listening comprehension achievement? 2.

Is there any statistically significant difference between the mean scores of students using the inquiry training strategy and those using the ordinary technique on the listening comprehension achievement? 3.

Is there any statistically significant difference between the mean scores of students using the prioritizing strategy and those using the ordinary technique on the listening comprehension achievement? 4.

Is there any statistically significant difference between the mean scores of students using the selective attention strategy and those using the ordinary technique on the listening comprehension achievement? The sample of the study consisted of five seventh grade classes at Juwaydah School.

They were 100 female students.

They were distributed on four experimental groups and one control group.

Four sets of training material and a pre-post-test were validated and used in this study. The findings of the study indicated significant differences among students’ mean scores due to the listening strategy being used.

The four experimental groups outperformed the control group in the listening comprehension.

In light of these findings, the researcher came up with several conclusions, made some implications and recommendations.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Learning
• Second language learning
• Jordan
• English language

No. of Pages

256

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-433878