The Effect of the Neale Model on the Achievement of the Fourth Stage’s High School in the Subject of History and the Development of their Reading Comprehension
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Abstract
The study examines the effect of Neal’s model upon students of fourth stage’s high school concerning the subject of history. In order to achieve this aim, the study claims that: there is no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who will study according to the Neale model and the average scores of the control group students who will study according to the usual way in the post-achievement test. Further, there is no statistically significant difference at the significance level of (0.05) between the average scores of the experimental group students who will study according to the Neale model and the average scores of the control group students who will study according to the usual way in the reading comprehension test. There is no statistically significant difference at the significance level (0.05) between the mean scores of the experimental group students who will study according to the Neale model in the pre and posttests in reading comprehension. The researcher concluded that (the Neale model) has an impact on the achievement and reading comprehension of the students of the experimental group.
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