Abd El-Maksoud, M. (2015). The Effect of Using Small and Large Group Discussions on Developing Some Poetry Skills in English and Attitudes towards Poetry Teaching among Special Diploma Students. test, 34(165جزء2), 885-920. doi: 10.21608/jsrep.2015.55566
Mukhtar Abd El-Fattah Abd El-Maksoud. "The Effect of Using Small and Large Group Discussions on Developing Some Poetry Skills in English and Attitudes towards Poetry Teaching among Special Diploma Students". test, 34, 165جزء2, 2015, 885-920. doi: 10.21608/jsrep.2015.55566
Abd El-Maksoud, M. (2015). 'The Effect of Using Small and Large Group Discussions on Developing Some Poetry Skills in English and Attitudes towards Poetry Teaching among Special Diploma Students', test, 34(165جزء2), pp. 885-920. doi: 10.21608/jsrep.2015.55566
Abd El-Maksoud, M. The Effect of Using Small and Large Group Discussions on Developing Some Poetry Skills in English and Attitudes towards Poetry Teaching among Special Diploma Students. test, 2015; 34(165جزء2): 885-920. doi: 10.21608/jsrep.2015.55566

The Effect of Using Small and Large Group Discussions on Developing Some Poetry Skills in English and Attitudes towards Poetry Teaching among Special Diploma Students

التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية)
Article 18, Volume 34, 165جزء2, October 2015, Pages 885-920    PDF (335.36 K)
Document Type: بحوث فی مجال المناهج وطرق التدریس
DOI: 10.21608/jsrep.2015.55566
Author
Mukhtar Abd El-Fattah Abd El-Maksoud
Assistant Professor of Curriculum and Methods of Teaching English
Abstract
هدفت هذه الدراسة إلى معرفة أثر استخدام مناقشات المجموعات الصغيرة والکبيرة في تنمية مهارات الشعر باللغة الإنجليزية والاتجاهات نحو تدريس الشعر لدى طلاب الدبلوم الخاص بکلية التربية جامعة بني سويف، ومن خلال مراجعة الأدبيات والملاحظة والمقابلات،حدد الباحث مشکلة الدراسة، کما تم تحديد الأهداف والأهمية والأسئلة والأدوات والحدود ومصطلحات الدراسة والمراجع. واشتملت الدراسة على 41من الطلاب(ذکور وإناث، متخصصين في اللغة الإنجليزية)في عام 2015. وکان المنهج المستخدم شبه التجريبي.
وکانت فروض الدراسة کالآتي:
(1) هناک فرق ذو دلالة إحصائية بين متوسط درجات الطلاب في الاختبار القتلى والاختبار البعدى في جميع مهارات الشعر عند مستوى  01, لصالح التطبيق البعدى
(2) هناک فرق ذو دلالة إحصائية بين متوسط درجات الطلاب في الاختبار القبلي والاختبار البعدى في کل مهارة على حدة  عند مستوى  01, لصالح التطبيق البعدى.
 (3)هناک فرق ذو دلالة إحصائية بين متوسط درجات الطلاب في المقياس القبلي للاتجاهات والمقياس البعدى للاتجاهات في البعد الأول وهو( اتجاهات الطلاب تجاه تدريس الشعر بطريقة ايجابية)  عند مستوى  01, لصالح المقياس البعدى.
 (4) هناک فرق ذو دلالة إحصائية بين متوسط درجات الطلاب في المقياس القبلي للاتجاهات والمقياس البعدى للاتجاهات في البعد الثاني وهو (اتجاهات الطلاب نحو الشعر في ما يرتبط بنمط المقرر)  عند مستوى  01, لصالح المقياس البعدى.
(5) هناک فرق ذو دلالة إحصائية بين متوسط درجات الطلاب في المقياس القبلي للاتجاهات والمقياس البعدى للاتجاهات في البعد الثالث وهو( اتجاهات الطلاب تجاه تدريس الشعر بطريقة سلبية)  عند مستوى  01, لصالح المقياس البعدى.
(6) هناک فرق ذو دلالة إحصائية بين متوسط درجات الطلاب في المقياس القبلي للاتجاهات والمقياس البعدى في کل أبعاد مقياس الاتجاه  عند مستوى  01, لصالح المقياس البعدى.
          وتضمنت الإجراءات تطبيق الاختبار التشخيصي بعد تحقيق الصدق والثبات. وطبقا لنتائج الاختبار التشخيصي وهى الإجابة على السؤال الأول(ما مهارات الشعر التي بجب أن ينميها طلاب الدبلوم الخاص؟) ،بدأ الباحث تصميم برنامج لمساعدة الطلاب على تنمية مهارات الشعر. وقبل تطبيق الاختبار القبلي حقق الباحث الصدق بعرضه على محکمين ثم تحقق من الثبات.کانت درجات الطلاب منخفضة في الاختبار التشخيصي والاختبار القبلي..   
وبدأ الباحث تدريس البرنامج لتدريب الطلاب. وأخذ الطلاب المواد التعليمية. واستخدم الباحث المناقشة الجماعية الصغيرة أولا ثم تلا ذلک المناقشة الکبيرة بين الطلاب لمعرفة أفکار أکثر 24.614  وکانت نتائج الدراسة کالآتي:
 للتحقق من الفرض الأول، اتضح ذلک بجدول 6 حيث کانت قيمة ت
وللتحقق من الفرض الثاني، ظهر ذلک في جدول 5 حيث أظهرت المتوسطات الفرق بين الاختبار القبلي والبعدى في  26.9394 کل مهارة.
 وللتحقق من الفرض الثالث، اتضح ذلک في جدول 7 حيث کان متوسط مقياس الاتجاه القبلي وللتحقق من الفرض الرابع،اتضح ذلک في جدول 7 حيث کان متوسط الاتجاه القبلي. 31.0606 ومتوسط مقياس الاتجاه البعدى في .359
 وللتحقق من الفرض الخامس لم تکن قيمة ت ذات دلالة حيث کانت  31.8182ومتوسط مقياس الاتجاه البعدى 28.3939 3.322جدول7.
وللتحقق من الفرض السادس، اتضح ذلک في جدول 8 حيث کانت قيمة ت ومن المهم بدرجة کبيرة أن يؤخذ تدريس الشعر الإنجليزي في الاعتبار في المدارس والجامعات لما له من دور في المجتمع ولمعرفة الثقافات الأخرى والطرق والأساليب الجديدة في تدريس اللغة الإنجليزية.
 
 
 
 
Abstract:
The aim of this study was to know the Effect of Using Small and Large Group Discussions on Developing Some Poetry Skills in English  and Attitudes towards Poetry Teaching among special Diploma Students at Faculty of Education, Beni-Suef- University
hrough the review of literature, observation and meetings, the researcher stated the problem of the study. Objectives, importance, questions, instruments, delimitations, terms and references of the study were also determined. The sample comprised 41 students (males and females, majored in English) in 2015.The method used was quasi-experimental
Hypotheses of the study were as the following: (1) There is  a statistically significant difference between the mean scores of students in the pre-test and the post test in the skills of poetry  in general at level of .01 in favour of the post test (2) There is  a statistically significant difference between the mean scores of students in the pre-test and the post test in each skill of poetry at level of .01 in favour of the post test (3) There is  a statistically significant difference between the scores of students in the pre/attitudes scale and the post attitudes scale in the first dimension (Students' Attitudes towards Teaching Poetry in Positive Manner), at level of .01 in favour of the post attitudes scale (4) There is  a statistically significant difference between the scores of students in the pre/attitudes scale and the post attitudes scale in the second dimension (Students' Attitudes towards Poetry Regarding the Course Type), at level of .01 in favour of the post attitudes scale (5) There is  a statistically significant difference between the scores of students in the pre/attitudes scale and the post attitudes scale in the third dimension (Students' Attitudes towards Teaching Poetry in Negative Manner), at level of .01 in favour of the post attitudes scale (6) There is  a statistically significant difference between the scores of students in the pre/attitudes scale and the post attitudes scale in all dimensions of the attitude scale, at level of .01 in favour of the post attitudes scale
  Procedures included administering the  diagnostic test after achieving validity and reliability to assess the skills of poetry. According to the results of the diagnostic test which was the first question of the study: (What are the skills of poetry that students in Special Diploma should develop?), the researcher started  designing a program to help student develop their skills of poetry. Before administering the pre-test ,the researcher determined  validity as the test  was submitted to juries, then reliability was achieved. Students' scores were low in the diagnostic and the pre-post tests. Afterwards, the researcher started teaching the program after being designed . Students were given the instructional materials.At first, the researcher used a small group discussion followed by a large group discussion to know more ideas.
  Results of the study were as the following: To investigate hypothesis 1, it was shown in table 6 that  T.value was 24.614. To investigate hypothesis 2, it was shown in table 5 where means stated the difference between the pre test and the post test in every skill. To investigate hypothesis 3, it was shown in table 7, where the mean of the pre-attitude scale was 26.9394 and the post attitude scale was 31.0606. To investigate hypothesis 4, it was shown in table7 that there was a statistically significant difference as the mean of the pre-attitude scale was 28.3939 and the post attitude scale was 31.8182..To investigate hypothesis 5, T value was not significant as it was .359 in table 7. To investigate hypothesis 6, it was shown that T.value was significant as it was 3.322 in table 8
It is of tremendous importance to consider poetry teaching  at schools and  universities as it has a role in  society and to know other cultures,  new methods and techniques of teaching English
Keywords
مناقشات المجموعات الصغيرة والکبيرة- مهارات الشعر باللغة الإنجليزية- الاتجاهات نحو تدريس الشعر
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