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فعالية نموذج تدريس تبادلي مقترح قائم على ويب 2.0 في ‏تنمية الفهم القرائي للطلبة الجامعيين السعوديين

محمود عبد الناصر نصر

جامعة القصيم، السعودية


JJES,18(2), 2022, 385-400

ملخص: تمثل هدف الدراسة الحالية في تصميم نموذج تدريس تبادلي قائم على ويب 2,0, واختبار فعاليته في تنمية مهارات الفهم القرائي للطلبة الجامعيين السعوديين, وبحث الفروق بين الجنسين في الفهم القرائي التي قد تعود إلى النموذج المقترح. اشتملت الدراسة على 120 طالبًا وطالبة تم اختيارهم بطريقة عشوائية من جامعة القصيم, وتم توزيعهم على مجموعتين تجريبية وضابطة. استخدمت الدراسة نموذج تدريس تبادلي قائم على ويب 2.0 واختبار فهم قرائي من إعداد الباحث. بعد تطبيق الاختبار القبلي، درست المجموعة التجريبية باستخدام النموذج المقترح بالاعتماد على الإستراتيجية المقترحة, بينما تلقت المجموعة الضابطة دراستها المعتادة. بعدها تم تطبيق الاختبار البعدي. وأوضح التحليل الإحصائي عدم وجود فروق ذات دلالة إحصائية بين متوسطي درجات طلبة المجموعتين في التطبيق القبلي للاختبار. ووجدت فروق دالة إحصائيًا بين متوسطي درجات طلبة المجموعتين في التطبيق البعدى للاختبار لصالح المجموعة التجريبية. كما أوضحت النتائج وجود فروق ذات دلالة إحصائية بين متوسطي درجات طلبة المجموعة التجريبية في التطبيقين القبلي والبعدي للاختبار لصالح التطبيق البعدى, في حين لم توجد فروق دالة إحصائيًا بين متوسطي درجات طلبة المجموعة الضابطة في التطبيقين القبلي والبعدى للاختبار. كما لم توجد فروق دالة إحصائيًا بين متوسطي الذكور والإناث في المجموعة التجريبية في التطبيق البعدى للاختبار. وقد أثبت النموذج المقترح فعاليته في تنمية مهارات الفهم القرائي للطلبة الجامعيين السعوديين.

(الكلمات المفتاحية: تنمية الفهم القرائي، طلبة الجامعة السعوديون، الفهم القرائي، نموذج تدريس تبادلي، ويب 0.2)


The Effectiveness of a Web 2.0-based Reciprocal-teaching Paradigm in Developing Saudi-university Studentsí Reading Comprehension


Mahmoud Abd Al-Naser Nasr, Al-Qassim University, Saudi Arabia.

Abstract: The present study's intent was to propose a web 2.0-based reciprocal-teaching paradigm, test its effectiveness in developing reading comprehension of Saudi-university students and examine the differences between males and females in reading comprehension as per the effect of the proposed paradigm. Participants comprised 120 students selected randomly from Al-Qassim University distributed between the experimental and control groups. A Web-2.0 based reciprocal-teaching paradigm and a reading-comprehension test were designed by the researcher. Both groups were pretested. The experimental-group students were taught using the proposed paradigm implementing the suggested strategy. The control-group students had their regular classes. The posttest was administered after that. Results indicated no statistically significant differences between the mean scores of the students of the two groups in the pre-administration of the test. Significant differences were detected between the mean scores of the two groups in the post-administration of the test in favour of the experimental group. There were significant differences between the mean scores of the experimental-group students in the pre -and post- administrations of the test in favour of the post- administration. No significant differences were detected between the mean scores of the control-group students in the pre and post-administrations. Similarly, no significant differences were found between the mean scores of males and females in the experimental group in the post-administration of the test. The proposed paradigm proved to be effective in developing reading comprehension of Saudi-university students.

(Keywords: Developing Reading Comprehension, Saudi-University Students, Reading Comprehension, Reciprocal-Teaching Paradigm, Web 2.0).



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