Literaturnachweis - Detailanzeige
Autor/in | Al-Hajaya, Nail |
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Titel | Impact of the Systemic Approach on Literacy Achievement of Jordanian 1st Graders at Mu'tah University Model School |
Quelle | In: International Education Studies, 5 (2012) 1, S.100-107 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1913-9020 |
Schlagwörter | Foreign Countries; Academic Achievement; Literacy Education; Elementary School Students; Grade 1; Systems Approach; Teaching Methods; Control Groups; Experimental Groups; Task Analysis; Achievement Tests; Instructional Effectiveness; Validity; Reliability; Statistical Significance; Statistical Analysis; Semitic Languages; Native Language Instruction; Reading Achievement; Writing Achievement; Primary Education; Jordan Ausland; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Systemischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Unterrichtserfolg; Gültigkeit; Reliabilität; Statistische Analyse; Arabisch; Hebräisch; Native language education; Muttersprachlicher Unterricht; Leseleistung; Primarbereich |
Abstract | This study investigates the effect of the systemic approach in literacy achievement of the first grade students at Mu'tah University's Model School. The sample (N = 45) consisted of all first grade students, who were assigned into two groups; a control group taught traditionally while the other group was exposed to the system approach during the academic year 2008/2009. Instruments used included a number of tasks designed based on the systemic approach and achievement test with acceptable validity and reliability. Results found statistical significant difference among mean estimates of both groups, indicating effectiveness of the systemic approach in the improved achievement of students who were exposed to the systemic approach, whereas no such differences were found for the gender. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |