Effect of fish bone strategy to acquire rhetorical concepts and retain the fifth grade literary students | ||
| Journal Of Al-Frahids Arts | ||
| Article 1, Volume 1, Issue 27, October 2017, Pages 345-382 | ||
| Author | ||
| Hassaan Ali Jawad | ||
| Abstract | ||
| This study aims at investigating (the effect of using the fish bone strategy for acquiring the rhetorical concepts and keeping them of the fifth literary students). This research comprises the fifth literary students in the secondary and preparatory school (the day study) in Samarra educational department that belongs to Saladin general administration. The researcher has chosen one of the schools intentionally. This school is Dubai secondary school for boys. The researcher has divided the students into two groups; the first is the experiment group that has been taught by using the fish bone strategy while the second group, the main group has been taught by using the traditional way. After neglecting the failed students statistically from the two groups, the number of every group has become (28) students. The researcher has balanced between the two groups in the changes of (the age in month, the previous achievement in Arabic language method and the educational level for the parents). The researcher has studied the two groups along one semester. The research experiment starts in 22/10/2015 and ends in 21/12/2015. The researcher has prepared the test to measure the acquiring of the rhetorical concepts which consists of (42) test items from the kind of multiple choice and he has made sure its reliability, the level of difficulty and discrimination. The validity has been applied at the end of the experiment. After two weeks of applying the test, he has reapplied it again in 13/1/2016 for the purpose of measuring the keeping of the material. The researcher has analyzed the sample data and he has extracted the average of the students’ answer that the researcher has dealt with them statistically by using (T-Test) for the independent samples. The result has shown the followings:- 1- The superiority of the experiment group who has been taught by using the fish bone strategy on the main group who has been taught by the traditional way for acquiring the rhetorical concepts. 2- The superiority of the experiment group who has been taught by using the fish bone strategy on the main group who has been taught by the traditional way for keeping the rhetorical concepts. In the light of the research, the researcher has reached the followings: 1- Using the fish bone strategy in Arabic language teaching has an effect of acquiring the concepts and keeping the concepts for a long time. 2- The motivation and the interaction of the students in the class by dividing them into small helpful groups and according to the use of the fish bone strategy reflect the positive results of the research. 3- The fish bone strategy gives the vitality for the lesson, increases the participation of the students, attracts their attention for the lesson and reduces the problem of their weakness in mastering the rhetoric method. The recommendations of the research:- According to the previous results the study reaches, the researcher recommends the followings:- 1- Training the male and female Arabic teachers on how to use the fish bone strategy by organizing training courses by the ministry of education and its administrations. 2- Organizing a continuous pedagogical courses for the supervisors and the male and female teachers in the rhetorical methods and be sure at samples, strategies and the methods that develop teaching concepts. The research’s suggestions:- 1- Making a study to know the effect of the fish bone strategy on other changes specially that develop the critic thinking or direct to the rhetoric method. 2- Making a similar study consists of the fish bone strategy in other subjects for different stages. | ||
| Keywords | ||
| Effect of fish bone strategy to acquire rhetorical concepts; and retain the fifth grade literary students | ||
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