Mokhtar, H. (2016). A Suggested Science Curriculum for Hearing Impaired Primary Stage Students Based on Their Needs to Develop Their Preventive Awareness. Journal of Research in Curriculum Instruction and Educational Technology, 2(3), 11-44. doi: 10.21608/jrciet.2016.24501
Hebatullah Adly Mokhtar. "A Suggested Science Curriculum for Hearing Impaired Primary Stage Students Based on Their Needs to Develop Their Preventive Awareness". Journal of Research in Curriculum Instruction and Educational Technology, 2, 3, 2016, 11-44. doi: 10.21608/jrciet.2016.24501
Mokhtar, H. (2016). 'A Suggested Science Curriculum for Hearing Impaired Primary Stage Students Based on Their Needs to Develop Their Preventive Awareness', Journal of Research in Curriculum Instruction and Educational Technology, 2(3), pp. 11-44. doi: 10.21608/jrciet.2016.24501
Mokhtar, H. A Suggested Science Curriculum for Hearing Impaired Primary Stage Students Based on Their Needs to Develop Their Preventive Awareness. Journal of Research in Curriculum Instruction and Educational Technology, 2016; 2(3): 11-44. doi: 10.21608/jrciet.2016.24501
A Suggested Science Curriculum for Hearing Impaired Primary Stage Students Based on Their Needs to Develop Their Preventive Awareness
The National Center for Examinations and Educational Assessment
Abstract
T
he current research aimed at evaluating the effectiveness of a suggested science curriculum for hearing impaired primary stage students based on their needs to develop their preventive awareness. To achieve this aim, the researcher designed a list of the needs in whose light the suggested science curriculum for primary stage should be designed. This list was used to reach a suggested form for the curriculum to develop the dimensions of preventive awareness. A unit for sixth-year, primary stage titled ‘the sun is the source of all energies’ was selected and prepared in detail out of the suggested vision. In light of the previous, a teacher’s guide to teach the unit was designed. In addition, the researcher prepared the research instruments which included an achievement test, an attitude scale, and a test for the ability to deal in real life situations. A group of participants was then selected to participate in the research and the instruments were applied to these participants before and after application. The results revealed that there is a statistically significant difference between the mean scores of the research participants in the pre and post-application of the achievement test, the attitude scale, and the test for the ability to deal in real life situations in favor of the post-application.
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