التربية والتعليم

The present study problem aimed at developing secondary stage students' writing performance through using some metacognitive strategies. A matrix of writing performance skills was developed. A list of the writing performance skills required for the secondary stage students was prepared. A questionnaire was developed so as to define the important topics the students liked to write about. Two tests were prepared to measure writing performance skills (expressive and functional). The suggested program for enhancing the students' writing performance through using some metacognition strategies was designed. Arabic language teachers' manual was developed. The two writing performance tests, as well as writing processes rating rubric, were administered as a pre-application and as a post- application. The statistical treatment was carried out, the findings were interpreted and the recommendations were suggested. The present study revealed that the suggested program was effective in developing the second year secondary stage students' expressive writing, the skills of each one of the three writing processes (planning, writing, revision), the processes and skills of letter writing, the processes and skills of filling-in forms, the processes and skills of summarization, and finally, the students' awareness of the three writing processes. Based on these results, the recommendations were suggested. The following are some of them: 1- Writing skills curriculum should start from the primary stage and continues to the secondary stage. 2- Objective assessment tools should be provided in order to score the students' writings accurately and objectively. 3- Training courses for Arabic language teachers and supervisors should be held to train them on the use of metacognitive strategies in teaching writing performance skills.

This study aimed to know the effect of using three remedy methods in a framework of the mastery learning strategy which are: reteaching, written feedback, cooperative learning on the achievement in mathematics of the primary eighth class student in Sanaa' municipality on their attitudes towards mathematics in comparison with the traditional method of teaching. The study sample consists of 202 students from the primary eighth class, distributed to four sections randomly chosen from two schools in Sanaa' Municipality- the second region during the academic year 2001-2002. These sections are distributed to four groups. Three of them are experimental groups and the fourth is control. The four groups are matched in the past achievement in mathematics, as well as in the past knowledge about the scientific content under experimentation, in addition to the intelligence level. The scientific content is limited to the units of relative numbers and algebraic expressions from the textbook of the academic year 2001-2002 the first part. Then, the learning aspects involved in the level of (mathematics knowledge categories) are identified. In the light of the relative importance of the content and the behavioral objectives, an achievement test is set up consisting of 40 items of the multiple choice type according to the first three levels of Blooms' classification of the cognitive field (remembering, comprehension, and application). The researcher has verified the standard characteristics of the test in the light of the feedback standard measurement requirements. Five formation test and other five tests corresponding to them are developed as much as two corresponding tests for each subunit. Their validity has been verified by presenting them to a group of juries. In order to measure the tendencies of the sample students towards mathematics, a tendency measure is set up for this purpose, consisted of 26 items of the Likert type and distributed to three dimensions (the content of mathematics, mathematics lessons and their activities, and the importance of mathematics). The psychometric characteristics have been verified according to the requirements of this kind of measures. The remedial process in the four groups in conducted in the following methods: The first experimental group (the reteaching group): The content of the first sub unit has been taught by follow the traditional method, informing the students of the behavioral goals and the nature of learning they will be exposed to, after teaching the unit, a formation test is applied to them. Then the group deals with the remedy of the teacher weaknesses (group remedy). After that, an equivalent version of the formation test is applied to the non-skilled students who are directed afterwards to correct their mistakes without the assistance of the teacher. The brilliant students are given enrichment activities. Then there is a move to the next unit and all that has been previously done is repeated. The second experimental group (the feedback group): This group has been applied to the same procedures of the first experimental group, but the remedy here is through the written feedback. The third experimental group (the cooperative learning): This has been exposed to the same first procedures of the first group, but the remedy here is through the cooperative discussion. The control group: This group has studied according to the traditional method and solved additional exercises at the end of each unit, without being exposed to any remedial diagnostic procedure. The application of the experiment has lasted for 10 weeks, and at the end of it, an achievement test is applied. The application of the tendencies measure to the four groups has been repeated, for it has been previously applied. The univariation analysis (ANOVA), the accompanying variation analysis (ANCOVA) and Duncan's test have been used for the dimensional comparison. The study has reached the following results: 1. The three experimental groups (the feedback group, the cooperative learning group, and the retouching group) have been superior to the control group in achievement at a significance level of 0.05. 2. The feedback and the cooperative learning groups have excelled the reteaching group and the control group in both the achievement and tendencies at a significance level of 0.05. 3. The equivalence of the cooperative learning and the feedback groups in the average achievement, and the same is for the tendencies. 4. The equivalence of the reteaching and control groups in the average grades of tendencies towards mathematics. 5. The mastery effectiveness of the feedback group and the cooperative learning group has exceeded the specified mastery level (70%, 70%), for the mastery effectiveness of the feedback group has reached (78.26%, 70%) and of the cooperative learning (70.21%, 70%). 6. The members of the control group and the reteaching group have not reached the specified mastery effectiveness, for the effectiveness of both groups in (16.07%, 70%) and (47.16%, 70%), respectively. In the light of the study results, a number of recommendations and suggestions are drawn.

The present work aims at knowing the effect of inquiry training model on the achievements and development of scientific thinking for the second intermediate students in physics. In order to achieve these aims, the researcher has been put two null hypotheses. Then, the researcher worked done to examine the truthness of these two hypotheses by making an experiment along one complete semester. The researcher has been design the experiment requirements and tools, that compromise on the teaching planes for the test and control groups, scientific thinking test and the achievement test, while the truthness, reliability, discrimination and difficulty coefficients and the effectiveness of alternatives are calculated for each of them. The work's two groups has been chosen randomly and their number reaches (55) student of the second intermediate stage at school that belong to Baghdad education management/ Al-Resafa Al-Owula. The class (W) is randomly chosen for the teaching according to the inquiry training model. While class (H) according to the normal way. The equivalence between the two groups is satisfied by means of the variables: ( age by month, credit in science and mathematics for the first intermediate stage, previous information, scientific thinking and intelligence). Whenever the groups students are finished the studying, of all of the syllabus of the later five chapters of the reference physics book for the second intermediate stage, they have been examined by using the achievement and scientific tests. When the results are analyzed using the T-test it come clear that the students of the test group is more superior than their relative of control group in the average degree of achievement and the developing of scientific thinking. Thus the null hypotheses is disappointed. One of the important thinks that the researcher achieve in the present study is that, the using of the inquiry training model was effective in increasing the scientific thinking, in addition the effectiveness of the model in raising the level of achievement study of students. According to the results of this work several recommendations and suggestions were formulated.

This study aimed at exploring the supervisory practices that should be available in mathematics supervisors in light of the economic knowledge through answering the following questions: 1. What supervisory practices should be available in mathematics supervisors in light of the economic knowledge from the perspective of the supervisors themselves? 2. What supervisory practices should be available in mathematics supervisors in light of the economic knowledge from the perspective of the teachers? In order to answer these questions, a questionnaire was developed and then used after ensuring its reliability and validity. The sample of the study consisted of (73) supervisors, who were all the supervisors working in The Directorates of Education in Jordan. A random sample of mathematics teachers working in public schools in the First Directorate of Education in Amman, which follows the Ministry of Education, was also assigned and consisted of (110) male teachers and (52) female teachers representing (30%) of the population of the study. The questionnaire which was developed for this purpose consisted of (73) items distributed to the following six areas: Professional Development, Planning, Administration, Learning and Teaching Strategies, Human Relations, Profession Morals, and Evaluation Strategies. The questionnaire was distributed to the sample of the study, and collected. Data gathered was analyzed by computing the mean scores, standard deviations, and percentages. The following results were obtained: the mean scores of the supervisory practices that should be used in light of the economic knowledge in Jordan from the perspective of supervisors were between (3.86 – 4.47), where the range of these practices according to the highest degree of practices was as follows: Human Relations, Profession Morals, Evaluation Strategies, Learning Strategies, Professional Development, and Planning. The mean scores of the supervisory practices that should be used in light of the economic knowledge in Jordan from the perspectives of teachers were between (2.90 – 3.12), where the range of these practices according to the highest degree of practices was as follows: Human Relations, Profession Morals, Evaluation Strategies, Administration, Learning and Teaching Strategies, Professional Development, and Planning. Based on these results, the researcher recommended the need for training teachers and supervisors about the economic knowledge through specialized cycles administered by experts in the field and supervised by the Ministry of Education.