Effectiveness of A proposed strategy Based on the Rhetorical Analysis in Teaching QuranicTexts for developing some Skills of Linguistic Sense of the University Students, Arabic major, College of Education
Basma Abdel Rahman
Muhammad
Methods College of Education – Minia University
author
text
article
2020
eng
T he current study has been conducted to measure the effectiveness of using a proposed strategy in teaching Qur'anic texts based on the rhetorical analysis approach in developing some skills of linguistic sense for 3rd year students majoring in Arabic. To achieve this goal, the researcher has used the quasi-experimental design with two control and experimental groups (for pre- and post testing). Each group consisted of (35) male and female students. A test of the skills of linguistic sense and the proposed strategy have been judged and verified by specialized jury. The results of the study have revealed that there are statistically significant differences between the means of scores of students of the experimental and control groups in the post-test favoring the experimental group. The results also have confirmed the effectiveness of the proposed strategy. A number of recommendations and suggested studies for further research have been submitted.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
6
v.
1
no.
2020
15
28
https://jrciet.journals.ekb.eg/article_67942_9e6f9f5e2143294be22ee8fa796ad779.pdf
dx.doi.org/10.21608/jrciet.2020.67942
The effectiveness of life Skills Program in Enhancing Students’ life- Satisfaction and self-efficacy among Female Students in Al Majmaah University
Mona Hamid
Abu Warda
Al Majmaah University
author
text
article
2020
eng
T he purpose of this study is to investigate the effectiveness of Life Skills Training program on life satisfaction and self-efficacy of female university students. The sample size is 60 female students at Al Majmaah University held in 12 sessions of 2 hours in the training of campus space. Pretest-posttest design with no control group was employed. Participants answered to the satisfaction of life Questionnaire (SWLS) before and after they received the LST program. Data were analyzed by t-test for dependent groups and covariance method. The results showed that there were significant effectiveness of the LST program on life satisfaction and self-efficacy of female students who benefit more from the program. According to this study, life skills training can be useful to increase life satisfaction and self-efficacy of students.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
6
v.
1
no.
2020
29
53
https://jrciet.journals.ekb.eg/article_67943_380939948dadbefe6daed27c43e7b271.pdf
dx.doi.org/10.21608/jrciet.2020.67943
The Availability of Critical Thinking Skills in the English Course for First Intermediate Grade: Analytical Study
Maha
Aldoghmi
faculty of Education, Al-Jouf University
author
text
article
2020
eng
T he aim of this study is to identify critical thinking skills required for middle school students, as well as the availability of critical thinking skills in the English language course for the first intermediate grade. The researcher used the descriptive analytical method, where she analyzed the content of the English course for the first intermediate grade by a designed content analysis form that included five main skills: Recognition of assumptions, interpretation, deduction skill, and inference skill. Findings revealed "variance" in the percentages of critical thinking main skills and sub-skills in the first intermediate grade English course. Findings also revealed that the English language course lacks a balance between the main skills of critical thinking and sub-skills, especially as the sub-skills complement the main skills. However importance sub-skills of critical thinking have, they do not achieve learning critical thinking required to be learned.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
6
v.
1
no.
2020
55
80
https://jrciet.journals.ekb.eg/article_67944_01b5a720b452c24bd5f5ea85b0bfbc8b.pdf
dx.doi.org/10.21608/jrciet.2020.67944
Future Time Perspective in its Relationship to Academic Tasks Procrastination for Secondary Stage Students
Amr Mohamed
Yousef
Cairo University, Egypt
author
text
article
2020
eng
T his paper aims to interest and identify the relationship between the Future Time Perspective with its dimensions (future extension, future density, the degree of coherence, optimism/pessimism, future orientations, time speed), and academic tasks procrastination among a sample of public secondary stage students, to investigate the effect of some demographic variables (gender, academic specialization, academic grade) on the research variables. he present research used a descriptive approach based on the study of the phenomenon as it exists in reality, and contributes to describe it accurately and clarify its characteristics by collecting information, analysis and interpretation. Results showed and revealed that there was a percentage for the prevalence of academic tasks procrastination for public secondary stage students as follows (28.5 : 63.6) didn't delay their academic tasks continuously, (29.5 : 43.5) didn't prefer their academic tasks partially, (28.5 : 31.3) preferred their academic tasks partially, There are no statistically significant differences in the item (21) for students choices (I promise myself I'll do something and then drag my feet), moreover, results revealed that there is a negative correlation statistically significant at the level (0.01) between a future time perspective degrees for six dimensions and degrees of academic tasks procrastination in public secondary stage students. Enriching the curricula at various stages, especially secondary, with topics that contribute to raising the levels of professional and academic ambition, and help to develop the perspective of the future of youth, in addition to educating young people subjects related to their future and developing a future plan in order to reduce the aggravation of unemployment among them, promote their positive vision, and reduce Negative outlook of the future.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
6
v.
1
no.
2020
81
113
https://jrciet.journals.ekb.eg/article_67945_52ce032bba8f56f697234047f0b874d6.pdf
dx.doi.org/10.21608/jrciet.2020.67945
Implementing Generative Learning Model to Enhance 2nd year English Majors’ Critical Reading and Writing Skills
Howida
A. Masoud
Faculty of Education, Minia University, El-Minia, Egypt
author
text
article
2020
eng
T he present study was carried out to investigate the effectiveness of using a Generative Learning Model (GLM) on fostering 2nd year English Majors’ critical reading and writing skills at Faculty of Education, Minia University. A quasi-experimental pretest-posttest control group research design was employed. A language teaching program based on GLM was developed by the researcher and used with the treatment group, whereas, the conventional lecture method was used with the non-treatment group. Sixty female and male students were randomly chosen and divided into two groups: the treatment and the non-treatment. A critical reading questionnaire, a critical writing questionnaire, a language teaching GLM-based program, a pre-post critical reading test (CRT) and a pre-post critical writing test (CWT) were used as instruments of the study. T-test was used to analyze the statistical data of the study and Eta-Squared to measure the effect size of the GLM. Results revealed that the treatment group significantly outperformed the non-treatment one on the post-performance of both the critical reading and writing tests. Discussion of these findings, recommendations and suggestions for further research are presented.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
6
v.
1
no.
2020
115
148
https://jrciet.journals.ekb.eg/article_67946_5648af63a8a246b9411335f8fe7c13cb.pdf
dx.doi.org/10.21608/jrciet.2020.67946
The Effect of Using a Program Based on Multiple Intelligences Theory in Teaching Geometry on Developing Preparatory Stage Pupils’ Habits of Mind
Halah
Hassan
Faculty of Education, Minia University, Egypt
author
text
article
2020
eng
The ability of individuals to employ intelligent behavior when they do not know the correct answer or solution to a problem is a basic skill that must be acquired through the study of geometry, and these behaviors are called the habits of mind. The application of the theory of multiple intelligences in teaching can affect the development of these habits, because they present content in ways that suit different learners' intelligences, and thus they practice a range of mental habits according to these intelligences. The aim of this research was to identify the effect of using a program in teaching Geometry based on the theory of multiple intelligences on the development of some habits of mind of second year preparatory pupils in Minya. The research sample consisted of (72) female pupils, namely two classes chosen from among the pupils of Martyr Mohammed Hamed Abdel Hakim School in Mallawi, Minya Governorate. They were divided into an experimental group (N=36) and a control group (N=36). The research materials included a program for teaching Geometry based on the Theory of Multiple Intelligences to teach the similarity and converse of Pythagoras Theorem unit studied in the second semester. The program included a teacher’s guide and a pupil’s activity book. While the instruments of measurement included a researcher-made scale for mind habits. The findings showed that there is a statistically significant difference at (0.01) between the mean scores of the experimental group and control group on the post-application of the mind habits scale in favor of the experimental group. The ability of individuals to employ intelligent behavior when they do not know the correct answer or solution to a problem is a basic skill that must be acquired through the study of geometry, and these behaviors are called the habits of mind. The application of the theory of multiple intelligences in teaching can affect the development of these habits, because they present content in ways that suit different learners' intelligences, and thus they practice a range of mental habits according to these intelligences. The aim of this research was to identify the effect of using a program in teaching Geometry based on the theory of multiple intelligences on the development of some habits of mind of second year preparatory pupils in Minya. The research sample consisted of (72) female pupils, namely two classes chosen from among the pupils of Martyr Mohammed Hamed Abdel Hakim School in Mallawi, Minya Governorate. They were divided into an experimental group (N=36) and a control group (N=36). The research materials included a program for teaching Geometry based on the Theory of Multiple Intelligences to teach the similarity and converse of Pythagoras Theorem unit studied in the second semester. The program included a teacher’s guide and a pupil’s activity book. While the instruments of measurement included a researcher-made scale for mind habits. The findings showed that there is a statistically significant difference at (0.01) between the mean scores of the experimental group and control group on the post-application of the mind habits scale in favor of the experimental group.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
6
v.
1
no.
2020
149
174
https://jrciet.journals.ekb.eg/article_67947_b91ec1decb8bceba11b42cb24cc35a8d.pdf
dx.doi.org/10.21608/jrciet.2020.67947