نوع المستند : المقالة الأصلية
المؤلفون
1 أستاذ النحو والصرف المساعد کلية التربية والعلوم بالخرمة المملکة العربية السعودية
2 أستاذ علم النفس التربوى المساعد کلية التربية بالطائف المملکة العربية السعودية
3 استاذ المناهج وطرق التدريس المساعد کلية التربية والعلوم بالخرمة المملکة العربية السعودية
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The present research aimed at identifying the effect of training on some mnemonic strategies (rehearsal , practice and memory triggers ) on academic achievement and attitude towards the material of TaifUniversity students with learning difficulties in grammar. Twenty-four students were randomly distributed to three experimental groups, eight students for each group (rehearsal , practice and memory triggers ).
A test of grammatical rules and an attitude scale towards grammatical rules were utilized in the present research.
Results of the research revealed that students exposed to practice strategy performed better than their counterparts in the other two strategies (rehearsal and memory triggers ) in the test of grammatical rules. However, students exposed to the rehearsal strategy and those exposed to memory triggers performed equally on the test of grammatical rules . The results also indicated that students exposed to rehearsal strategy and those exposed to practice and memory triggers strategies performed equally in the attitude scale towards grammatical rules in the post-measurement, while students exposed to practice strategy performed better than their counterparts in memory triggers strategy in the attitude scale towards grammatical .
الكلمات الرئيسية [English]
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