أثر استخدام استراتيجية دراما عباءة الخبير في تحسين التحصيل المعرفي من دروس القراءة لدى التلاميذ

Abstract EN

This study aimed to investigate the impact of drama strategy (the mantle of the expert) in improving the students' cognitive achievement from reading lessons.

The quasi-experimental method was used to achieve the purposes of the study.

The study was applied on a purposive sample of ninth grade students: (37) students in the experimental group, and (37) students in the control group.

The study concluded the following results: - There are statistically significant differences between the mean scores of the experimental group students and the average of the control group scores in the cognitive achievement test of reading lessons due to the variable of the teaching method (traditional way, the mantle of the expert drama), in favor of the experimental group.

- There are statistically significant differences in the average achievement of students in the cognitive achievement test from reading lessons due to the variable level achievement (high, medium, weak), between the high and low level in favor of the high level, and between the middle and low level in favor of the intermediate level.

- There are no statistically significant differences due to the interaction between the variable of the teaching method and the achievement level variable.

In light of this, the researchers recommended the necessity of employing the Mantel of the Expert strategy in education because of its educational benefits, and organize training programs for supervisors and teachers on using the Mantle of Expert.