The study aimed to investigate the effectiveness of using inquiry and brainstorming strategies in teaching Arabic language for developing achievement and creative thinking skills of the university students. To achieve the previous objective, a teaching manual was prepared using inquiry and brainstorming strategies. Achievement test was prepared including 20 items multiple chooses questions related to knowledge, application and reasoning levels. In addition, creative thinking skills test was prepared including 10 items related to Fluency, flexibility and originality skills. The validity and reliability of the instruments were measured. The sample was selected randomly; it consists of two groups, experimental group 43 and a control group 39. The study was based on semi-experimental design pre—post-test, where the experimental group was taught using inquiry and brainstorming strategies, but the control group was taught using the usual strategies. The results of the study showed that there were statistically significant differences between the average scores of the experimental and control groups in the post achievement and creative thinking skills in general and their skills separately for the students of the experimental group. Also, the results showed a positive correlation between the scores of the experimental group in post creative thinking skills, and post achievement test in general. The effectiveness of inquiry and brainstorming strategies in the development of achievement levels and creative thinking skills was significant effect. The study recommended using the Inquiry and brainstorming strategies in the teaching Arabic language of university students.
The objectives of this study were to assess the training needs for Arabic language instructors from the teachers' point of view, as well as to examine if there are statistically significant variations in the replies of Arabic language teachers to professional development training needs based on gender and experience. The research relied on the descriptive and analytical approach. The study sample included (107) male and female teachers, with a total of (25) items split across three dimensions. The study's findings revealed that there was a strong need for techniques for teaching Arabic language branches, while the need to analysis curricula and Arabic language books and delve deeper into the Arabic language was moderate degree. The results of the study also revealed that there were no statistically significant variations in the responses of the sample members related to the factors of gender and experience. Keywords training needs, professional development, teaching methods, curriculum analysis, language deepening, preparatory level.
This study investigated the levels of practising effective teaching skills by Arabic language teachers in the primary schools of Abha. The study also aimed to explore the variations in the levels to which Arabic language instructors use efficient teaching techniques according to experience and gender. The study sample included 183 Arabic language teachers from primary schools in Abha city, who were randomly elected. The study used a scale to measure planning skills, implementation skills, and assessment skills as an instrument to collect data. The results showed planning skills ranked first among effective teaching skills of Arabic language teachers, followed by evaluation skills in the second rank, while implementation skills were in the third and last rank among Arabic language teachers. However, the results showed the absence of statistically significant differences in the levels of using effective teaching techniques from the perspectives of Arabic teachers because of gender and years of experience.
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