The Effect of Using Pictorial Story in Raising the Achievement in Arabic among Second Grade Students in Irbid

Autor/in	Hamdan, Ribhi Khaleel Ahmad
Titel	The Effect of Using Pictorial Story in Raising the Achievement in Arabic among Second Grade Students in Irbid
Quelle	In: Journal of Education and Practice, 8 (2017) 10, S.211-218 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Pictorial Stimuli; Story Telling; Semitic Languages; Grade 2; Control Groups; Experimental Groups; Statistical Significance; Predictor Variables; Gender Differences; Achievement Gains; Academic Achievement; Teaching Methods; Instructional Effectiveness; Instructional Materials; Achievement Tests; Cohort Analysis; Elementary School Students; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Fantasieanregung; Arabisch; Hebräisch; School year 02; 2. Schuljahr; Schuljahr 02; Prädiktor; Geschlechterkonflikt; Achievement gain; Leistungssteigerung; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kohortenanalyse; Ausland
Abstract	This study aimed at investigating the effectiveness of Using Pictorial Story in raising the achievement in Arabic among second grade students in Irbid. The sample of the study consisted of 80 male and female students among second grade. The sample was chosen intentionally, and the students were enrolled in four sections: two experimental groups (25 males and 25 females) and two control groups (25 males and 25 females). Item test was devised for the study. Its validity and reliability were verified. The findings of the study revealed that there were statistically significant differences in student performance due to group variable at a=0.05 level and it was in favor of experimental groups. However, there were no statistically significant differences in student performance due to interaction between gender and group at a=0.05 level, whereas (F) did not reach to the statistical significance level. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01