THE EFFECTIVENESS OF THE QUESTION-AND-ANSWER STRATEGY AMONG FIRST-GRADE INTERMEDIATE STUDENTS IN ARABIC LANGUAGE AND THEIR PROBE THINKING

Abstract

The research aims to identify the effectiveness of the strategy of passing the question and answer among first grade students in the Arabic language and their probe thinking. To achieve the goal of the study, the researcher formulated the following null hypothesis: There are no statistically significant differences at the (0.05) level between the mean scores of the students in the experimental group who study Arabic according to the question-and answer passing strategy, and those of the students in the control group who study Arabic in the conventional way, on the Saber thinking test. Based on the aim and hypothesis of the research, an experimental design (partially controlled), composed of two equivalent groups (experimental group and control group) and post-test checking Saber's thinking were used by the researcher. The school chosen was two first intermediate classes: Section (A) and Section (B). The two groups were designated randomly, Section (A) was chosen as the experimental group which was taught Arabic using the passing strategy of questioning and answering among students, while Section(B) was considered as the control group which was taught in the conventional method. The total sample was 61 students of which 31 students in Section (A) and 30 students in Section (B). With the purpose of similarity of homogeneity principle in the very important fields among the students of both the groups, some of the variables were equalized as per the researcher:  (Chronological age calculated in months, Arabic language test scores for the first semester of the academic year (2022-2023), intelligence test (Danlis), and sounding thinking test)The researcher prepared a tool for research, testing the thinking of the sounder and may be of (28) paragraphs and was confirmed of its apparent sincerity and the strength of discrimination paragraphs and the effectiveness of its wrong alternatives. Brand identity was positioned, in line with the study objectives, as dependent variables of interest, while parts of the brand identity model had been identified as independent variables. In the results, it was found after statistical analysis that the students of the experimental group outperformed the control group respondents. We elaborated a comprehensive set of conclusions, recommendations and implications, presented by the researcher, corresponding to the findings, in Chapter Four.