الفروق في توجهات أهداف التعلم في القراءة لدى تلامذة الصف الرابع من التعليم الأساسي
Abstract
هدفت الدراسة إلى تعرف الفروق في توجهات أهداف التعلم لدى تلامذة الصف الرابع من التعليم الأساسي في مادة القراءة. ولتحقيق ذلك الهدف استُخدم المنهج الوصفي وأُعِد اختبار تحصيلي في مادة القراءة لتلامذة الصف الرابع حيث تم التأكد من ملائمة أسئلته وصياغته اللغوية، كما تم إعداد استبانة توجه الهدف نحو التعلم والدرجة وتم التأكد من صدقها وثباتها، تم توزيعها على عينة قوامها(62) تلميذاً وتلميذة من تلامذة الصف الرابع الأساسي في محافظة اللاذقية.
بينت النتائج وجود فروق ذات دلالة إحصائية بين التلامذة مرتفعي التحصيل ومنخفضي التحصيل على استبانة توجه الهدف ككل بحيث أوضحت النتائج أن التلامذة منخفضي التحصيل كانت توجهاتهم نحو الدرجة أكبر من التلامذة مرتفعي التحصيل. ولم توجد فروق واضحة بين التلامذة مرتفعي التحصيل ومنخفضي التحصيل فيما يتعلق بتوجهاتهم نحو التعلم.
This study tries to identify the differences in attitudes of learning objectives by fourth grade students of Basic Leaning Stage in reading. Results show statistically significant differences between high and low achievement students. Results also show that low-achievement students have attitudes towards grades more than high-achievement students. However, there are no significance differences between high and achievement students concerning their attitudes towards learning.
To achieve this aim, I used the descriptive analysis, and a reading achievement test with proper questions and linguistic structure was prepared for fourth grade students. A questionnaire was also prepared targeting learning and grade, and its validity and consistency was assured. It was distributed to a sample of /62/ students from the students of fourth grade of Basic Leaning Stage in Lattakia City.
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