2018, Volume 8, Issue 20, Pages 0-0
The aim of this research is to find out the effect of contextual relations on reading comprehension among intermediate students in reading and text. To achieve this, the researcher adopted a experimental design that is in the field of experimental designs with partial control and a tribal and Baadi test for two groups, experimental group and control. , And the average of Hammurabi - for students - to apply his experience in the center of Diwaniyah province. The sample of the study (124) students, 64 students distributed between the experimental group and control, and 60 students divided between the experimental group and control.
The researcher conducted a statistical equivalence between the two research groups with the following variables: (the age of the students calculated in months, the grades of the Arabic language for the first grade for the academic year 2012-2013, the academic achievement of the parents and the academic achievement of the mothers) During the trial period, he prepared daily teaching plans to teach the two research groups.
The research tool was a test in the reading comprehension prepared by the researcher has reached the number of paragraphs (30) divided between three different questions taking into account the conditions of the formulation of each type. The researcher used the following statistical tools: (Kai square, coefficient of difficulty coefficient, coefficient of difficulty differentiation, Koder-Richardson equation (20), and the percentage used as arithmetic method).
The results of the study were: The superiority of the experimental group who studied using contextual relationships among the control group students who studied the traditional method in the reading comprehension test. In the light of the results, the researcher recommended a number of recommendations, including: Encourage Arabic teachers and teachers to use strategies and modern methods of teaching that enable students to use their own skills and employ them to guide the processes of thinking, thinking, teaching and learning, including the method of contextual relations.
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