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- Title
فاعلية التدريس باستخدام إستراتيجيات التفكير المتشعب في تنمية كفايات فهم المقروء لدى تلاميذ الصف الخامس الابتدائي
- Authors
علي بن عيسى بن علي الشمري
- Abstract
The aim of this study is to identify the effectiveness of teaching using crossthinking strategies in developing the competencies of reading comprehension for the fifthgrade primary students, To achieve the goal of the research, he used the experimental approach - with a quasi-experimental design - based on the two groups (experimental and control), and for this the researcher built a list of reading comprehension competencies needed for fifth grade students, a guide for the teacher to implement strategies, and a test to measure reading comprehension competencies, and after verifying their validity And its stability, it was applied to a sample of (42) pupils from the fifth grade of primary school in Hail, by (22) pupils representing the experimental group, and (20) pupils representing the control group. They were chosen by the multi-stage cluster random method, and the results of the research revealed that there are statistically significant differences at the level of significance (0.05 α ≤) between the mean scores of the experimental group and the control group in the post application of the test of reading comprehension competencies among fifth grade students, in favor of the experimental group students. The results of the research also revealed the existence of practical implications for using divergent thinking strategies in teaching. Where the size of the variance explained according to the ETA square reached (2) (23%), which is a great value that reflects the effectiveness of teaching using divergent thinking strategies in developing reading comprehension competencies among the study sample. The Arabic language, in addition to training Arabic language teachers on how to use divergent thinking strategies in teaching Arabic language skills.
- Publication
Umm Al-Qura University Journal of Educational & Psychological Sciences, 2021, Vol 13, Issue 1, p154
- ISSN
1658-4651
- Publication type
Article