The Effect of Constructive Learning in the Acquisition of prosodic Concepts among Female students of the College of Education for Girls

Abstract

     The research aims to identify the effect of constructive learning on the prosodic acquisition concepts among female students of the College of Education for Girls.                                   

     The research included second-grade students in the Department of Arabic language in the College of Education for Girls at the University of Kufa for the academic year (2017, 2018), the basic research sample amounted to of (64) female students, (32) female students, in the experimental group, and (32) female students in the control group. The researcher equated the students of the two groups of research in the variables of chronological age, the academic achievement of the parents, and the grades of the students in the Arabic language subject in the sixth grade of middle school

     The researcher also tried to control a number of external variables that he believes may affect the experiment, which as the duration of the experiment, the accompanying accidents, the maturity factor, the experimental decline, the measurement tool, and the effect of experimental procedures.

      then The researcher determined the scientific for the subjects of the prosody that was taught during  of the experiment, which lasted one semester, and formulated the behavioral objectives for these subject, which reached (72) behavioral goals, then prepared the model teaching plans for teaching prosody. The researcher adopted the experimental approach, and to measure the effect of the independent variable on the dependent variable, the researcher prepared a test to measure the acquisition of presentational concepts, which consisted of (40)items, and make sure of its validity and stability, the difficulty factor of its items, the coefficient of distinction, and the effectiveness of the wrong alternatives.                                               

     The researcher treated his data statistically by using the (T.Test) for two independent samples and the chi-square (Ca2), the Pearson correlation coefficient, the paragraph difficulty coefficient, the paragraph discrimination coefficient, and the effectiveness of the wrong alternatives.                   The researcher found that there is a statistically significant difference at a level of significance (0.05) between the average scores of the experimental group studied who studied the presentational concepts according to constructive learning and the average  scores of the grades of the control group students who studied according to the usual method and for the benefit of the experimental