أثر استراتيجية (فكر-زاوج-شارك)‎ المستندة إلى التعلم النشط في تحصيل قواعد اللغة العربية و تحسين القدرة اللغوية الشفوية لدى طلاب الصف الثامن الأساسي في الأردن

Abstract EN

This study aimed to demonstrate the effect of (Think– Match–Participate) Strategy on Active Learning in Arabic Language Grammar Achievement and improvement of Oral language Ability of the Eighth grade students in Jordan.

To answer the study questions, the study sample was selected total of (72) students from the Eighth Grade students from Othman bin Affan Basic School of the Directorate of Education of Irbid Kasbah District for the academic year 2014/2015.

The study sample was randomly distributed into two equal groups: an experimental groups and a control group.

The experimental group consisting of 36 students was taught using (Think – Match –Participate) strategy while the control group, consisting of (36) students was taught in the usual way.

Thus, this study is based on the quasi-experimental approach based on a pre-test, post-test method, which was applied to the two study groups (experimental and control) prior to implementation and after the end of the experiment.

By calculating the means and standard deviations and the associated ONE-WAY ANOVA, the study findings revealed the following: There is a significant difference between the control group which was taught using the usual way and the experimental group which was taught using (Think– Match– Participate) strategy in favor of the experimental group.

There is significant difference between the means of the students' marks of the experimental group and the control group on the oral skills test attributed to the independent study variable (teaching strategy) in favor to the experimental group students.

In light of the findings the study, the researcher recommended the adoption of active learning strategies in teaching, particularly (Think – Match –Participate) strategy and training teachers on them.