مجلة الاطروحة العلمية المحكمة الاطروحه للنشر العلمي
فاعلية استراتيجية الإثراء الوسيلي في إكساب المفاهيم البلاغية عند طلَّاب الصّف الخامس الأدبي
محمد مخلف حسن خلف
المديرية العامة للتّربية في محافظة الانبار
Abstract
The current research aims to investigate the strategic success of the mediational approach in acquiring rhetorical concepts among fifth-grade literary students. To achieve this goal, the researcher formulated the following null hypothesis:
)There is no statistically significant difference between the average of nine students in the experimental group who distinguish the rhetorical material from the success of the mediational enrichment strategy, and the average of three students in the control group who rated the material as successful(
Many universities were intentionally selected, as were our two branches. The sample size reached (62) students, distributed among two branches: Branch (A) in Al-Mukhtar Secondary School, representing the entire Al-Jaribia group with (32) students, and Branch (A) in Al-Jami’a Secondary School, representing the entire Al-Jaribia group with (30) students, the largest of whom applied the experiment. A researcher selected three students who were honored based on the following criteria: (the students’ chronological age, calculated in months, the parents’ educational attainment, their Arabic language grades in the previous academic year, and a language proficiency test). After identifying the scientific material included in the book on rhetoric and application, which amounted to (5) topics, the researcher formulated (52) practical topics distributed among three levels: (defining the concept, distinguishing the concept, and the concept). They were then successfully prepared creatively using the success of the instrumental improvement for the students of the experimental group, and the success of the method of mitigation for the students of the control group. The researcher’s study was wonderful through the duration of the experiment that he sought. Twenty weeks later, we re-tested rhetorical concepts, confirming their validity and reliability. The test consisted of (42) diverse paragraphs, and was ultimately administered to the students in both study groups. After statistically verifying the data, using a pilot test for two independent samples, the researcher discovered the significance of the differences between the two groups. The researcher concluded that: The students in the group that studied rhetoric using the instrumental enrichment strategy outperformed the students in the narrow group, who demonstrated superiority over the traditional method of concealing the reasons for the failure to acquire rhetorical concepts. The difference was statistically significant at a significance level of (0.05). In light of the research results, I hope that instrumental enrichment will be actively used in teaching various subjects. There was no difference across academic levels. They also suggested conducting a similar study on females and on ideas in other Arabic languages