The Effect of Leed’s Changeable Strategies in the Acquisition of Rhetorical Concepts among Fifth-Grade Literary Students
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Abstract
The current research aims to identify (the effect of LEED's strategy and the conceptual change on the acquisition of rhetorical concepts among fifth-grade literary students). To achieve the goal of the research, the researcher adopted the experimental design with equal groups, the researcher formulated four main null hypotheses, which determine the research community of fifth-grade literary students in the middle and high school daytime schools of the General Directorate of Education in Salah al-Din Governorate - Balad Education Department for the academic year (2019-2020). The research sample amounted to (86) students: (27) students for the first experimental group that studied the LEED strategy, (28) students in the second experimental group that was studied according to the conceptual change strategy, and (31) students for the control group that studied in the usual way. The researcher rewarded between the research groups in the following variables (chronological age calculated in months, IQ scores, previous achievement in Arabic language and academic achievement of students' parents). The researcher also identified the scientific material, which is the first five topics of the book of rhetoric. The researcher prepared the rhetorical concepts acquisition test, consisting of (24) paragraphs, and after verifying its apparent validity by presenting it to a group of referees specialized in curricula and teaching methods, and it was applied to two exploratory samples, one of which is to know The extent of clarity of the paragraphs, the response time and others for the purpose of statistically analyzing the test items and calculating its psychometric properties, as the data were analyzed and processed statistically by adopting the SPSS statistical bag.
The researcher studied the research groups himself, and the experiment lasted (13) weeks of the academic year (2019-2020), and at the end of the experiment the researcher applied the two research tools, the conceptual acquisition test and the dimensional deductive reasoning test, and after correcting the results and analyzing them statistically using the (t-test) test showed The following results: -
1. There is no statistically significant difference at the level of (0.05) between the mean scores of the students of the first experimental group who studied the rhetoric using the LEED strategy and the mean scores of the students of the second experimental group who studied using the strategy of “conceptual change” in the concept acquisition test.
2- There is a statistically significant difference at the level of (0.05) between the mean scores of the students of the first experimental group who studied the rhetoric subject using the LEED strategy and the average scores of the students of the control group who studied using the (normal method) in the conceptual acquisition test for the benefit of the first experimental group.
3- There is a statistically significant difference at the level of (0.05) between the mean scores of the students of the second experimental group who studied the rhetoric subject using the strategy of (conceptual change) and the average scores of the students of the control group who studied using the (the usual method) in the conceptual acquisition test for the second experimental group.
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College of Education for Humanities, TIKRIT UNIVERSITY. THIS IS AN OPEN ACCESS ARTICLE UNDER THE CC BY LICENSE http://creativecommons.org/licenses/by/4.0/
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