Concepts
2 articles filed under this keyword.
The Effect of Conceptual Learning Strategies on Acquiring Kurdish Grammar Concepts Among Sixth-Grade Students
Zuzan Hassan Ahmed
This research aims to assess the effectiveness of Concept Map strategies in helping sixth-grade students acquire Kurdish grammar concepts. The study used an equivalent groups design, in which one experimental group were receiving instruction based on Concept Map strategies, whereas the other group followed traditional teaching methods. The researcher selected Piremagroon primary Co-educational school for Girls as the study site and randomly assigned two divisions: one to serve as the experimental group and the other as the control group, consisting of twenty-eight and thirty students, respectively. Firstly, the selected groups were carefully matched based on several key variables. Later, a test consisting of fourteen items was constructed, including seven multiple-choice questions as well as seven matching and error identification questions. Nevertheless, the test was thoroughly examined for its psychometric properties, including both reliability and validity measures. The experiment was conducted over a period of time extending from 22/1/2024 to 7/3/2024. It involved administering the test, correcting students’ responses, extracting relevant data, and analyzing the results by means of an independent-samples t-test. However, the results showed that the experimental group significantly outperformed the control group in acquiring grammar concepts. The researcher concluded the study by making several recommendations and suggesting valuable directions for future related research in this area.
Volume 11 · Issue 1 · February 2024The effectiveness of the differentiated education strategy of Basic Grade Female students for acquiring the concepts
Zahra Khusraw Ismail, Afrah Yassin Mohammed Al-Dabbagh
The aim of this research was to identify the effectiveness of the differentiated education strategy in providing eighth grade students with the foundation of concepts and developing their cognitive curiosity. To achieve the goal of the research, the researcher formulated four main hypotheses, and the researcher used the experimental method for the two equal groups, with the pre and posttest, which requires the presence of two groups, one experimental and the other a control group. The researcher randomly chose two divisions of four divisions to represent the research sample, which is Division (D) to represent the experimental group, and Division (A) to represent the control group, which included (66) female students distributed over the experimental group of (33) students, and the control group with ( 33) female students, and the researcher studied the experimental group according to the strategy (differentiated education), while the researcher studied the control group according to the traditional (ordinary) method. Its final form consisted of (50) paragraphs, of the type of objective tests (multiple choice) and its number was (47) paragraphs, while the essay tests were (3) paragraphs, and The researcher distributed the paragraphs according to Bloom's cognitive levels (remembering, understanding, application, analysis) and according to their percentage in the specification table. The coefficient of ease, difficulty, discriminatory strength of the paragraphs and the effectiveness of the wrong alternatives were extracted. The researcher also made sure of the validity and reliability of the test by using the Facrotbach coefficient and Crinbach’s alpha formula -20. . The value of the stability coefficient calculated by this equation was (0.89) for the test items. Among the most important findings of the researcher are the following: - There are statistically significant differences at the level of significance (a = 0.05) between the mean scores of the experimental group and the control group in the acquisition of historical concepts test, in favor of the experimental group. In light of the results that the researcher has reached, she recommends the necessity of activating the differentiated education strategy in the educational process.