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الرئيسية > The Role of Frayer Model on Im...>الوصف

The Role of Frayer Model on Improvement Preparatory Students’ Achievement

المصدر: مجلة آداب الفراهيدي
الناشر: جامعة تكريت - كلية الآداب
المؤلف الرئيسي: Daham, Hind Saad (Author)
مؤلفين آخرين: Hasan, Kanaan Khudhair (Co-Author)
المجلد/العدد: مج14, ع48
محكمة: نعم
الدولة: العراق
التاريخ الميلادي: 2022
الشهر: يناير
الصفحات: 594 - 603
DOI: 10.51990/2228-014-048-027
ISSN: 2074-9554
رقم MD: 1198480
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: AraBase
مواضيع:
طرق التدريس | تدريس اللغة الإنجليزية | التحصيل الدراسي
كلمات المؤلف المفتاحية:
Frayer Model | Achievement | Characteristics | Examples | Non-Examples | English Language | Preparatory Students
رابط المحتوى:

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المستخلص: Frayer Model strategy is one of many main strategies presented to classroom teachers. When these strategies are followed step by step, they can have a positive impact on pupils’ achievement. The current study aims at: Investigating the Role of Frayer Model on improvement of EFL preparatory students' achievement. To carry out the study, the hypothesis posed as the following: There is no statistically significant difference between the mean scores of the experimental group, which is taught by of Frayer Model strategy and the control group which is taught by traditional method in post-test achievement. The sample of the current study consists of (60) students in fourth grade of secondary school/ scientific branch which are derived from Al-Aqeeda schools for girls in Tikrit city. Two sections are selected as a study sample: Firstly Group: Represents experimental group that includes (30) students are taught according to Frayer Model strategy. Secondly Group: Represents control group which also include (30) pupils who are taught according to the traditional method. Both groups have been equalized in such variables from educational level of parents, English grades achievement in previous schooling year, and the pretest of both groups. A unified posttest which contains ten questions are constructed to collect data. Face and content validity have been attained. To analyze the data, different statistical means have been used namely T-test, weighted mean and percentile mean to measure the students’ post-test. The results explain that there is a statistically significant difference in the mean scores of the experimental group which is taught according Frayer Model strategy and the control group that is taught by using the traditional method.
ISSN: 2074-9554

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