The effect of collaborative learning in the teaching of rhetoric and application When students in the fifth grade literary

Abstract

The current research aims to know (the effect of cooperative learning in teaching rhetoric and application for fifth-grade literary students). To achieve the research objective, the researcher formulated the following null hypothesis:

There is no statistically significant difference at the level (0.05) between the average scores of the experimental group students who study in the cooperative learning method, and the average scores of the control group students who study in the traditional way. The researcher chose the experimental method with the experimental and control groups with the post-test, and it is one of the partial control designs because it is suitable for the current research conditions. From (63) students, and by random assignment, the two research groups were determined. Division (C) was chosen to represent the experimental group that is taught by following (cooperative learning), and the group (B) became the control group that was taught by the traditional method. The two groups were statistically rewarded in the following variables:

The chronological age calculated in months, the academic achievement of the father and the mother, and the final Arabic language score in the previous year. The researcher identified the scientific material that will be studied during the experiment from the topics of the book of rhetoric and application to be taught, and the researcher formulated a number of behavioral objectives in light of the content of the educational material, which will be studied in the experiment, including the levels of the cognitive domain within Bloom’s classification (remembering, understanding, application, analysis, and synthesis and evaluation) as it reached (50) behavioral goals. The researcher prepared a teaching plan for the experimental group that is taught by the cooperative learning method, and a teaching plan for the control group that is taught in the traditional way. The duration of the experiment lasted for an entire semester, in which the researcher taught the experimental and control groups himself, based on the teaching plans. Difficulty. The results of the research resulted in the superiority of the students of the experimental group who study in the cooperative learning method over the students of the control group who study in the traditional way. Conducting research in the same field as an extension and continuation of this research.