اثر الاستراتيجية الإدراك منفصلة في تنمية الذكاءات متعددة عند طالبات الصف الثاني متوسط مادة المطالعة والنصوص

Abstract

The present research aims at identifying the effect of a separate cognitive strategy in the development of multiple intelligences among second-grade intermediate students in reading and texts: by verifying the two hypotheses:
The first hypothesis (there is no statistically significant difference at the level of (0,05) between the level of students of the experimental g
roup who study reading and text, and the strategy of separate perception and the average score of students of the control group who study in a traditional manner in multiple intelligences)
The second hypothesis is that there is no statistical significance at the level of (0,05) between the level of the tribal scale of the experimental group, which is taught according to the separate perception strategy and the average of the algebraic scale of the same group in multiple intelligences.
The current research determines the average second grade students in preparatory and junior high schools of the General Directorate for Salahuddin Education for the 2018-2017 academic year - for the first two semesters of the reading book and the planned texts. The second intermediate grade and for achieving the research objective The researcher used experimental design with partial control (experimental group and control group) (60 students) The two research groups were statistically compensated for the variables of the mother's study. To achieve the goal of the research, the researcher prepared the measures of the intelligences of the groups The research was made of (55) paragraphs and verified the presentation of a charity to a group of experts and specialists has been applied to two samples, one of them for the purpose of knowing the clarity of paragraphs and answer time, while the other was for the purpose of statistical analysis statistically by extracting the strength of excellence as well as the extraction of stability of the scale.