he present study was carried out to investigate the effectiveness of using a Generative Learning Model (GLM) on fostering 2nd year English Majors' critical reading and writing skills at Faculty of Education, Minia University. A quasi-experimental pretest-posttest control group research design was employed. A language teaching program based on GLM was developed by the researcher and used with the treatment group, whereas, the conventional lecture method was used with the non-treatment group. Sixty female and male students were randomly chosen and divided into two groups: the treatment and the non-treatment. A critical reading questionnaire, a critical writing questionnaire, a language teaching GLM-based program, a pre-post critical reading test (CRT) and a prepost critical writing test (CWT) were used as instruments of the study. Ttest was used to analyze the statistical data of the study and Eta-Squared to measure the effect size of the GLM. Results revealed that the treatment group significantly outperformed the non-treatment one on the post-performance of both the critical reading and writing tests. Discussion of these findings, recommendations and suggestions for further research are presented.
The present study aims to identify the communication skills of kindergarten children. It examines also the effect of some variables on these communication skills. The sample of this study is 425 mothers of young children. 265 of these children are studying in government kindergartens, while 160 are studying in private kindergartens. To achieve the objectives of the study was the development of scale Communication skills and communicative skills development scale by the mother of the child, and it psychometric characteristics through validity and reliability. The results of the study show that the level of non-verbal and overall communication skills in kindergarten children is low. This is in both boys and girls. The results also show that the level of verbal communication skills is medium. This is in both boys and girls. Based on the parent's education level, the number of siblings and the birth order there is no significant difference in children's communication skills. It appears that the mothers in their principal roles with their children rely on their communication skills only on their giving orders to them. They push their children to interact with television programmers. Play a communication role with others in front of their children. In developing the communication skills, the mothers recommend some suggestions. Support and encourage children to communicate with others, participate in social events and encourage themselves to listen to their children. Based on the results of the study, there are several recommendations. Some of these recommendations are the following. It is very important to establish training programs for head teachers, teachers and mothers to develop the communication skills of young children. Give parents chance to participate in choosing educational programmers and activities.
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