Alternative conceptions of students in Arabic language applications and the proper method of correcting them by using some active learning strategies: Adjective lesson as a model

This study aimed to examine the effectiveness of some active learning strategies in adjusting students’ alternative perceptions about the concepts of the adjective lesson in the textbook of “My Language” taught in Saudi Middle Schools.To achieve this, a descriptive and quasi-experimental design approaches were employed. Beginning by identifying students’ alternative perceptions of the concepts of the adjective lesson, an evaluating test was applied for 120 students grade 9 in Jeddah.The result of the evaluating test has indicated that there were alternative perceptions of the concepts of the adjective lesson among students.Therefor, the researcher has designed a guide for using an active learning strategies for teachers to teach adjective lesson. To examine the effectiveness of active learning strategies in adjusting students’ alternative perceptions, a group of 30 students grade 9 in Jeddah were involved in the experimental. This group were taught the adjective lesson by traditional methods and also taught the lesson by using active learning strategies. The findings indicated that the students who were taught by active learning strategies are more likely to alter the alternative perceptions than those who were taught by traditional method.In light of the findings of the study, the researcher recommends that it is important to uncover the students’ alternative perceptions in the various Arabic language lessons, in order to help the students in adjusting the alternative perceptions by using active learning strategies , and improving teachers’ capabilities through pre-service and in-service training in applying several teaching strategies including the active learning strategies to improve the linguistic performance in the Arabic language.

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The Reality of Using Active Learning Strategies among Secondary School Female Teachers of Arabic Language in Taif City

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol14iss2pp270-288 ◽

2020 ◽

Vol 14 (2) ◽

pp. 270

Author(s):

Yusra R. Al-Thubaiti

Keyword(s):

Active Learning ◽

Secondary School ◽

Learning Strategies ◽

Arabic Language ◽

Female Teachers ◽

Educational Supervisor ◽

Active Learning Strategies ◽

Training Courses ◽

And Training

The study aimed to identify the reality of using active learning strategies among secondary school female teachers of the Arabic language in Taif city. It also aimed to find out the significant differences according to the variables of qualification, years of experience and training courses. Two instruments were used in the study: a questionnaire and an observation. Both were used on a sample of 32 female teachers at secondary governmental schools. A one sample t-test and Mann Whitney were used. The results of the study revealed that the degree of using active strategies among female teachers was low; the role of the educational supervisor in encouraging female teachers to use active learning strategies was medium, and the degree of difficulties of using active learning strategies was large. Additionally, the findings indicated that there were no significant differences in using active strategies attributed to the variables of qualification and training courses, whereas there was a significant difference in using active strategies attributed to the variable of experience in favor of teachers who have more than 10 years of experience. However, there were no significant differences in the role of the educational supervisor and the degree of difficulties in using active learning strategies attributed to the variables of the study.

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