The Effect of the Strategy of Directed Constructive Activities in Developing Reading Comprehension among Fifth-grade Literary Students in the Subject of Rhetoric
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The research chose an experimental design for two groups, an experimental and a control group. They were intentionally chosen from the General Directorate of Education in Kirkuk Governorate, and randomly chose Al-Khansa Preparatory School for Girls, section (B) to represent the experimental group that will study the subject of rhetoric using the strategy of directed constructive activities, and section (A) to represent the control group that will study the same subject in the usual way. The research sample amounted to 60 female students, divided into 30 students in section (B), 30 students in section A. The researcher made an a equivalent of the two research groups statistically in some variables before conducting the experiment, and prepared 80 behavioral objectives for teaching the specific experimental topics, and also prepared teaching plans for the students of the two research groups and then presented them to experts and specialists, and to measure reading comprehension, he prepared a reading comprehension test consisting of 25 paragraphs that were presented to experts and specialists and verified its validity and reliability. The researcher taught the students of the experimental and control research groups himself throughout the experiment period of 10 weeks, and applied the reading comprehension test to the students of the two research groups after completing the topics to be taught. The researcher used appropriate statistical methods in his research procedures and analysis of the results, and after analyzing the results statistically, it showed the superiority of the students of the experimental group over the students of the control group in reading comprehension, and there was a difference between the pre- and post-measurements of the students of the experimental group in the reading comprehension test.
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