أثر إستراتيجية جيكسو في تحصيل طلبة الصف التاسع الأساسي وتنمية الذكاء الاجتماعي لديهم في مبحث التربية الإسلامية = The Impact of the Jigsaw Strategy on the Achievement of Ninth Grade Students and on Developing Their Social Intelligence in Islamic Education

2019 ◽  
Vol 19 (3) ◽  
pp. 313-325
Author(s):  
الكيلاني ، أحمد محيي الدين ◽  
المقوسي ، ياسين علي
Keyword(s):  
Social Intelligence ◽  
Ninth Grade ◽  
Islamic Education ◽  
Ninth Grade Students ◽  
The Impact

scholarly journals The impact of teaching using the strategy of vee in the development of religious concepts in the field of Islamic education among the ninth grade students in Jordan.: أثر التدريس باستخدام استراتيجية الشكل (vee) في تنمية المفاهيم الدينية في مبحث التربية الإسلامية لدى طلاب الصف التاسع الأساسي في الأردن

2019 ◽  
Vol 3 (23) ◽  
Author(s):  
Mahmoud Jamil Abdullah Al- Salti
Keyword(s):  
Teaching Method ◽  
Ninth Grade ◽  
Islamic Education ◽  
Control Group ◽  
9Th Grade ◽  
Control Group Student ◽  
Ninth Grade Students ◽  
The Impact ◽  
Academic Year ◽  
Group Student

The present study aimed to find out the impact of teaching using the(vee) strategy in the development of religious concepts in the 9th- grade students. The study adopted the semi- experimental method. The tool consisted of (test religious concepts) Of the ninth grade students at the Abu Ayyub Al- Ansari Elementary School for Boys, Directorate of Education in the Governorate of Aqaba during the academic year 2018/2019, for the Division (A) as a pilot group, consisting of (30) students, and Division B as a control group, student. Results showed (T) There were statistically significant differences between the average scores of students on the test of religious concepts due to the variable of teaching method. The control obtained average of (12.65(versus the experimental score on average of (17.25) and in favor of the vee strategy. The researcher trained the teachers on the strategy of the form (V) in the teaching of Islamic education; for their effectiveness in teaching, and recommended studies to introduce other teaching methods for comparison in achievement.

scholarly journals The Impact of Peer Instruction on Ninth Grade Students’ Trigonometry Knowledge

2021 ◽  
Vol 35 (69) ◽  
pp. 206-222
Author(s):  
Balta Nuri ◽  
Kaymak Serkan ◽  
Almas Abdullah ◽  
Nurbavliyev Omarbek
Keyword(s):  
Mathematics Achievement ◽  
Ninth Grade ◽  
Analysis Of Covariance ◽  
Peer Instruction ◽  
Control Groups ◽  
Significance Level ◽  
Post Test ◽  
Ninth Grade Students ◽  
And Control ◽  
The Impact

Abstract In this study, we conducted peer instruction (PI) activities to promote student participation in the learning process and test the hypothesis that PI improves student achievement. Two ninth-grade classes were randomly assigned as treatment and control groups. Pre-test and post-test data were obtained for measuring mathematics achievement in trigonometry. Data were analyzed using analysis of covariance procedures with an alpha significance level of 0.05. Results indicated no significant effects of peer instruction on achievement. This study implies that more robust studies are needed to reveal the real effect of PI.

scholarly journals The Impact of a Proposed Science Informal Curriculum on Students’ Achievement and Attitudes During the Covid-19

2021 ◽  
Vol 13 (2) ◽  
pp. 882-896
Author(s):  
Eiad Abdulhalim Mohammad Alnajjar
Keyword(s):  
Academic Achievement ◽  
Informal Education ◽  
Science Curriculum ◽  
Ninth Grade ◽  
Control Group ◽  
Formal Curriculum ◽  
Significant Difference ◽  
Ninth Grade Students ◽  
The Impact ◽  
Experimental Group

This study aimed to identify the impact of a proposed science curriculum based on informal learning on the academic achievement of ninth-grade students and their attitudes towards science majors in Al-Qunfuthah Governorate during the COVID-19 pandemic, and thus answer the following questions: What activities represent informal education in science that can be included in the science curriculum? Is there a statistically significant difference in the attitudes towards scientific disciplines for ninth-grade students due to the proposed curriculum based on informal education? Is there a statistically significant difference in the educational attainment of ninth-grade students due to the proposed curriculum based on non-formal education? The researcher used the experimental method, where the study sample was randomly selected and numbered (29) students in the control group, and (29) students in the experimental group. The researcher designed the science curriculum to include activities based on informal education in science, and it was taught to students in the experimental group, while the control group will study the formal curriculum of science for the third intermediate grade. The researcher also prepared a measure of attitudes towards the sciences major, and a test to measure the students' academic achievement.

scholarly journals The Impact of Using Multimedia in Science Achievement and Developing Metacognitive Skills for Ninth- Grade Students in the Sultanate of Oman

2013 ◽  
Vol 7 (1) ◽  
pp. 85
Author(s):  
Mohammad Khair Nawaf Nawafleh ◽  
Alfaisal bin Humaid Al-Hindasi
Keyword(s):  
Science Achievement ◽  
Ninth Grade ◽  
Achievement Test ◽  
Control Group ◽  
Metacognitive Skills ◽  
Sultanate Of Oman ◽  
Significant Difference ◽  
Ninth Grade Students ◽  
The Impact ◽  
Experimental Group

This study aimed at investigating the effect of using multimedia in science achievement and developing metacognitive skills of ninth grade students in the Sultanate of Oman. The sample consisted of 62 students and was divided into two groups; an experimental group and a control group. The experimental group included 31 students and was taught using multimedia, and the control group included 31 students and was taught using the conventional method. To answer the questions of the study, an achievement test and a metacognitive skills test were developed and administered to the study subjects. The results revealed that there was a statistically significant difference (p < 0.05) in both the achievement test and the metacognitive skills test. The difference was in favor of the experimental group. Accordingly, the study recommended further studies to find out the impact of multimedia on the various skills of thinking. 

scholarly journals Linguistic communication and its impact on developing the skill of listening to ninth grade students in Jordan: التواصل اللغوي وأثره في تنمية مهارة الاستماع لدى طلاب الصف التاسع الأساسي  في الأردن

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
Atef Muflih Alamreen
Keyword(s):  
Ninth Grade ◽  
Control Group ◽  
Listening Skill ◽  
Significant Difference ◽  
Language Communication ◽  
Post Test ◽  
Ninth Grade Students ◽  
Communication Approach ◽  
The Impact ◽  
Experimental Group

The aim of this study was to identify the impact of the language communication approach on the development of listening skill among the class, The ninth basic in Jordan. The study was based on a semi- experimental approach, and the study population consisted of all students, The ninth grade in the School of Applications in Amman, and the number (60) students, and the sample of the study consisted of all students, by (30) students in the experimental group, and (30) students in the control group, were selected by the intentional method, The application of pre- and post- test listening, the study found that there is an impact of the language communication approach in the development of listening skill among students, and the existence of a significant difference between the experimental group, and the control group on the post- test in listening skill is attributed to the use of the language communication entrance and for the benefit of the experimental group.  

scholarly journals The Impact of Electronic Mind Maps on Students’ Reading Comprehension

2018 ◽  
Vol 11 (4) ◽  
pp. 32
Author(s):  
Mohammad Mahmoud Talal Mohaidat
Keyword(s):  
Reading Comprehension ◽  
Public Schools ◽  
Ninth Grade ◽  
Study Data ◽  
Control Group ◽  
Significant Difference ◽  
Ninth Grade Students ◽  
Mind Maps ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of the electronic mind map (IMindMap) on the development of reading comprehension among the ninth grade students in Jordan. The sample of the study consisted of two ninth grade sections from two public schools in Irbid First Directorate during the academic 2016-2017. Each section consisted of (30) students and the two sections were assigned randomly to an experimental group and a control group. The experimental group was taught the chosen texts using the Electronic Mind Mapping strategy while the control group was taught the same texts using the traditional method. The study data were collected using a reading comprehension test that was administered for both groups as a pre and a posttest. The statistical analysis showed a significant difference at the level of (α=0.05) between the mean scores of both groups in favor of the experimental group. Besides, the findings showed that the effect of applying the electronic mind maps in teaching reading texts was medium. Based on the findings of the study, a number of recommendations were made for both teachers and the Ministry of Education. The most notable recommendation was to train teachers in general and English teachers in particular on how to design electronic mind maps and apply them in their teaching practices.

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