The goal of this research is to find the effects of both the studying students groupwhich has various educational levels and the integration of the fragmented information through or during the study of history subjects for the female students of the fifth secondary literary section.
To achieve this study or case the researcher has chosen an experimental design or test by studying three groups: two are as mentioned above and the third is just ordinary team. In addition to that, there is a test after the experiment. The researcher chose on purpose female students of the literal section from two different secondary school Al Asil and Wahran both are secondary school for girls, and both are from directorate of education- Al Karkh 2nd district for the academic year 2014-2015 to make the experiment.
The total number of students were 73 divided as follow: 24 students in the 1st experimental team, 25 students in the 2nd experimental team (integration of the fragmented information and 24 students in the 3rdteam which were taught in classical methods).
The researcher was careful before starting her tests on the three groups of students, in choosing statistically equality in some of the variables, which she thinks may have negative effects on the experiment.
The variables are final grade of history exam of the last year for every student, age of students calculated in months, parents educational level, and the test of prior knowledge of history.
The researcher chose the educational material that should be taught which included the 1st and 2nd chapter from the modern history of Europe and America for the 5th literal secondary class or level. Then she put the behavioral goals depending on the general goals of the material and on the four levels (memory, understanding, practicing, and analysis) according to the Bloom’s taxonomy of learning Domains, which are 72 behavioral goals.
The researcher also prepared teaching plans for the material that should be taught and for the final test which was a multiple choice test containing 50 questions. This final test has been presented to a group of experts and specialists in history, psychological science and teaching methods. The presentation to this group of experts was to examine, to verify the virtual honesty, to produce the difficulty factor or coefficient and to find the strength of its paragraphs. In addition to that, we should find its consistency and the same result of the test when the students repeat the same exam several times.The method called (partial way….)A correction has been made to the reliability factor by using the Spearman-Brown formula. The value of the factor was ( ) and it is accepted in educational and psychological studies.The researcher has personally completed her studies and tests on all the groups. It took a period of two months to do the experiment starting from 1/12/2014 and this was the first quarter of the academic school year 2014—2015.
At the end of the experiment the researcher applied the final test for the history subject. She tested the first two groups on Wednesday 28/01/2015 and on Thursday 29/01/2015 for the classical third group.
The researcher used the Scheffe’s method and the contrast unilateral analysis to process the data statistically. The results are the following:
1-There are differences with statistical indications at the level (0.05) in the average of the students grades of the first group (which they are of various level of knowledge and grades) comparing to the average grades of the third and the classical group of students. The difference is in the benefit of the first group.
2-There are differences with statistical indications at the level (0.05) in the average of the students grades of the second group (which they use the integration method of the fragmented information) comparing to the average grades of the third and the classical group of students. The difference is in the benefit of the second group.
3-There are differences with statistical indications at the level (0.05) in the average of the students grades between the first group (which they are of various level of knowledge and grades) comparing to the average grades of the second group (which they use the integration method of the fragmented information). The difference is in the benefit of the first group.
Below are the recommendations of researcher based on the results of her case study.
1-To emphasis on the need to the attention of the ministry of education to use and teach the modern methods including the (method of various level of knowledge and grades in one group) and (the integration method of the fragments information).
2-Offering and preparing developmental courses for the history teacher. The courses should include the modern methods including the (method of various level of knowledge and grades in one group) and (the integration method of the fragments information).
3- Introducing in the books of history material the modern teaching plans and methods including the (method of various level of knowledge and grades in one group) and (the integration method of the fragments information).
4- Applying the (method of various level of knowledge and grades in one group) and (the integration method of the fragmented information) when teaching other educational material.
The researcher also suggests to practice and to apply similar experiments in:
1- Other situations with different variables and groups other than the various level of education.
2- In different stages and study phases other than the researcher has practiced and experimented.
To conduct a study and make comparison between all-girls and all-boys schools insimilar case studies.
Nous tenterons dans ce travail de proposer une des lectures possibles de
l’oeuvre camusienne, en l’occurrence La peste. Il s’agit, pour nous, de lire ce roman
sur une portée idéologique. Et ce qui justifie notre tentative, c’est Camus lui-même
qui voudrait qu’on lise son roman " sur plusieurs portées " lorsqu’il déclare : « La
peste, dont j’ai voulu qu’elle se lise sur plusieurs portées, a cependant comme
contenu évident la lutte de la résistance européenne contre le Nazisme»1.
1 .CAMUS (Albert),"Lettre à Roland Barthes sur La peste", L’oeuvre complète, Vol.I, La Pléiade, Ed.Gallimard,
Paris, 1965. p. 1928.
Parmi toute l’oeuvre camusienne, nous choisissons La peste parce qu’elle
This paper deals with the restrictive/nonrestrictive relative clauses in German and Arabic. I will, first of all, be concerned with some theories that have been provided to define the restrictive and the nonrestrictive relative clauses, particularly with the phonetic hypothesis. It will be, then, shown that the phonetic aspect is unable to give clear answers in this respect. The best way to determine restrictivity in both languages is, I think, by implementing of semantic indicators.
ان التعايش السلمي والوحدة الوطنية تربطهما علاقة وثيقة تعبر عن حاجة اجتماعية في أطار تطور مجتمعي للدولة العراقية، فقد شهد العراق بعد العام 2003 تحديا جديدا تمثل في تغليب الانتماءات الفرعية والطائفية والعرقية والدينية والمذهبية على الانتماء الوطني مما يؤدي الى بلورة وترسيخ عوامل الانقسام وتفتيت لمقومات الوحدة الاندماج الوطني ، لذلك تعد دعامة التعايش السلمي في المجتمعات ضرورة لازمة من اجل الحفاظ على كينونة
... Show MoreDespite the growing interest in the subject of the environment and environmental pollution and the increasing of scientific studies to measure the environmental cost, but it still suffers shortcomings and incompleteness due to the difficulties facing the process of measuring of these costs , Due to lack of the possibility of determining the monetary value to it.
The research began trying to develop solutions to the problem of the research , which is the actual measuring nothingness of environmental pollution for research sample plant and It’s comparison to local and international environmental pollution standards , for the purpose of adoption in the imposi
... Show MoreThis research is a rhetorical study that sheds light on theme
prominent of central identified as custom poet of MUDAFAR AL NAWAB
political and national' that "wine "that themes which had a prominent
presence and intense in his poetry .and objective of this research is to detect
the aesthetic performance ALNAWABY in which he put to categorization
"wine" ,through observation of manifestation the presence of winey. And
related scream the images and the meaning of talking semantics base to
move in the spaces of the text and have built our study on three topics: we
started The first research with lexicon russet in the processes of counting
and analysis of the semantics wine in the office of the poet trying to reveal
Each of the languages possesses a set of phenomena that researchers in its sciences should stop at to explain the secrets of this language, including the phenomenon of idiomatic expression. Perhaps this phenomenon may constitute an obstacle to non-native speakers of the language or even the native speakers themselves. The Arabic language is full of these expressions, Which needs us to dedicate its own studies to it so that we can collect it in a dictionary that includes and collects it with explanation and interpretation of its semantics
The Islamic conquest for Persian country had the program of the civil and intelegical movement for the human
There is no doubt that the narrative form is a mixture of many elements that it
becomes so hard to differentiate between them. Thus, to differentiate between those
elements we must understand the job of every element; and that is the structure of narrative
form in the artistic frame of the old Arabic poem.
Poetry, as the readers confirm, is strongly related to a lot of arts. The rhetorical
form is related to the art of drawing and photography, the rhythm- the core of poetry- is
related to music, its structure to the art of architecture, its tension to drama as it consist of
internal conflict between its elements and ingredients, and the poetry has a narrative
element which relates it to the art of narration and it
كشفت دراسات ما بعد البنيوية والتطور الحاصل في الدراسات النقدية عن مقدار التداخل بين النصوص في انتاج الظواهر الادبية ، وخير ما يكشف هذا التداخل هو المنهج الذي يركز على دراسة التناص ولاسيما في النصوص التي تتشكل على وفق التناص الواعي الذي الذي يتألف من مجموعة نصوص ادبية يتفاعل فيها نص الكاتب مع نصوص اخرى.
This research deals with the idea of how the poetic reading can be a
rich field for producing the potential meanings in each text, through observing
the connection of the words and their link with other, thus composes, from the
collection of these interlaced meanings, what is called the poetic significant
(Symbolic) elaboration which deals with the reader of the text by regarding
him as a producer not as a consumer who can read a conscious reading, and
be diligent to solve the problem of the links of the relations among the
inspiring words because the language of poetry is an inspired language which
is capable of diversity and multiplicity of readings which is called the Symbolic
elaboration.