أثر استخدام استراتيجية فرانك ليمان في التحصيل اللغوي و الاحتفاظ لدى طلبة الصف الأول الأساسي

Abstract EN

This study aimed at recognizing the effect of Frank Lyman strategy (think, match, participate) on achievement language level of two units from Arabic language books (my family, my school) of the first basic class students.

The sample of the study consisted of (40) male and female students in Karak government distributed into two sections out of three.

Every section consists of (20) male and female students, where one of them represents the experimental group which was taught by using the strategy (think, match, participate) and the other one was the controlled group which was thought by the traditional method.

Two tools were used in this study; the first tool was for the strategy of teaching the subject matter for the two units (my family, my school) of the first basic students.

The other tool was achievement test prepared by the researcher which was consisted of (20) multiple choice items, in addition to short answers after making sure that validity and reliability were appropriate.

After applying the test for the first time, it was applied after (21) days for measuring the continuity and maintaining the post achievement test.

Data were collected and statistically analyzed by using (t – test).

The results indicated that there are statically significant difference at (∞≥0.05) between the means of the students' scores in experimental group and the means of the students' scores in controlled group.

In the post application of the achievement test and the continuing application in favor of the experimental group, and the difference of the effect is attributed to the instruction strategy used.

The researcher recommends that, this strategy has to be practiced in all subjects and stages for its positive effect on students, performance and instructional achievement