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أثر الأسئلة الشفوية المفتوحة الإجابة في التحصيل و التفكير الإبداعي عند طلبة قسم اللغة العربية في كلية التربية
Other Title(s)
The effect of using the oral open-ended questions on achievement and developing creative thinking for third-stage Arabic department of education college students
Author
Source
مجلة البحوث التربوية و النفسية
Issue
Vol. 16, Issue 60 (31 Mar. 2019), pp.229-260, 32 p.
Publisher
Baghdad University Centre for Educational and Psychological Researches
Publication Date
2019-03-31
Country of Publication
Iraq
No. of Pages
32
Main Subjects
Educational Sciences
Arabic language and Literature
Topics
- Universities
- Higher education
- Students
- Creative thinking
- Academic achievement
- Iraq
- Twenty-first century
- Arabic language
- al-Mustansiriya University
Abstract EN
The problem of present study is determined by answering the following questions: 1) What is the effect of using the oral open- ended questions on Students' achievement in the third-stage of Arabic department in the college of Education? 2) What is the effect of the oral open-ended questions on developing the creative thinking of students in the third-stage of Arabic department in the college of Education? In light of these questions, the researcher has made the following hypotheses: 1- There are no statistically significant differences between the achievement of the students who are taught by oral open-ended questions and that of the students who are taught by the traditional methods of teaching Arabic language syllabus at (0.05) level of significance.
2- There is no statistically significant differences in the level of creative thinking between the students who are taught by oral open-ended questions and that of the students who are taught by the traditional methods of teaching Arabic language syllabus at (0.05) level of significance.
3- There is no statically significant correlation between the achievement of the third-stage Arabic department students and their creative thinking at (0.05) level of significance.
The sample of the present study consisted of (100) male and female' students who are distributed randomly into two groups: Experimental group who are taught by oral-ended questions, and control group who are taught by traditional method.
To verify the study hypotheses, the researcher has adopted two tools: the first is an achievement test composed of (50) multiple choice items designed by the researcher and the second is (Torrance Test) of the creative thinking in its oral version.
The results have shown that the experimental group is better than the control group in achievement and creative thinking and that there is no statistically significant correlation between achievement and creative thinking.
In the light of these results, the researcher has recommended that the teachers of Arabic language should have pay attention of oral open-ended questions due to its importance and limiting the use of oral close-ended questions.
American Psychological Association (APA)
الربيعي، طه إبراهيم جودة. 2019. أثر الأسئلة الشفوية المفتوحة الإجابة في التحصيل و التفكير الإبداعي عند طلبة قسم اللغة العربية في كلية التربية. مجلة البحوث التربوية و النفسية،مج. 16، ع. 60، ص ص. 229-260.
https://search.emarefa.net/detail/BIM-882099
Modern Language Association (MLA)
الربيعي، طه إبراهيم جودة. أثر الأسئلة الشفوية المفتوحة الإجابة في التحصيل و التفكير الإبداعي عند طلبة قسم اللغة العربية في كلية التربية. مجلة البحوث التربوية و النفسية مج. 16، ع. 60 (2019)، ص ص. 229-260.
https://search.emarefa.net/detail/BIM-882099
American Medical Association (AMA)
الربيعي، طه إبراهيم جودة. أثر الأسئلة الشفوية المفتوحة الإجابة في التحصيل و التفكير الإبداعي عند طلبة قسم اللغة العربية في كلية التربية. مجلة البحوث التربوية و النفسية. 2019. مج. 16، ع. 60، ص ص. 229-260.
https://search.emarefa.net/detail/BIM-882099
Data Type
Journal Articles
Language
Arabic
Notes
يتضمن مراجع ببليوجرافية : ص. 258-260
Record ID
BIM-882099