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Register a new userAnalysis of The Questions of The Developed Algebra Book For The Ninth Grade in The Syrian Arab Republic on Accordance With The Levels of Knowledge of Blum
تحليل أسئلة كتاب الجبر المطور للصف التاسع الأساسي في الجمهورية العربية السورية على ضوء المستويات المعرفية لبلوم
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Authors
هناء المحرز( باحث )
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هدفت الدراسة إلى تحديد المستويات المعرفية لبلوم في كتاب الجبر المطور للصف التاسع الأساسي في الجمهورية العربية السورية في العام الدراسي 2017\2018, و قد حللت الباحثة الأسئلة في نهاية كل وحدة في كتاب الجبر المطور. و استخدمت المنهج الوصفي التحليلي، و بطاقة التحليل كأداة لهذه الدراسة، و التكرارات و النسب المئوية لتحليل النتائج.
The Study Aimed at Identifying The Knowledge Levels of Blum in The Developed Algebra Book For The Ninth Grade in The Syrian Arab Republic in 2017-2018. The Researcher Analysed The Questions at The End of Each Unit in The Developed Algebra Book, And Used Descriptive Analytical Approach And Analysis Card as A Tool For This Study.
Artificial intelligence review:
Research summary
هدفت الدراسة إلى تحليل أسئلة كتاب الجبر المطور للصف التاسع الأساسي في الجمهورية العربية السورية وفقًا للمستويات المعرفية لبلوم. استخدمت الباحثة المنهج الوصفي التحليلي وبطاقة التحليل كأداة للدراسة، وتم تحليل الأسئلة في نهاية كل وحدة من وحدات الكتاب. أظهرت النتائج تباينًا في توزيع الأسئلة بين المستويات المعرفية المختلفة، حيث تم التركيز بشكل أكبر على مستويات التطبيق والفهم، بينما كانت مستويات التركيب والتذكر أقل تمثيلاً. بناءً على النتائج، اقترحت الباحثة توزيع الأسئلة بشكل متوازن بين جميع المستويات المعرفية لبلوم وإجراء بحوث مماثلة في مراحل تعليمية أخرى.
Critical review
دراسة نقدية: الدراسة قدمت تحليلًا مفصلًا ومهمًا لأسئلة كتاب الجبر المطور، مما يساهم في تحسين جودة التعليم وتطوير المناهج الدراسية. ومع ذلك، يمكن انتقاد الدراسة بأنها لم تأخذ في الاعتبار العوامل الأخرى التي قد تؤثر على أداء الطلاب مثل البيئة التعليمية وأسلوب التدريس. كما أن التركيز كان على تحليل الأسئلة فقط دون النظر إلى كيفية تفاعل الطلاب مع هذه الأسئلة أو مدى تأثيرها على تطوير مهارات التفكير العليا لديهم. كان من المفيد أيضًا تضمين مقابلات أو استبيانات مع المعلمين والطلاب للحصول على رؤية أعمق حول فعالية الأسئلة في تحقيق الأهداف التعليمية.
Questions related to the research
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ما هي الأداة التي استخدمتها الباحثة في تحليل الأسئلة؟
استخدمت الباحثة بطاقة التحليل كأداة لتحليل الأسئلة في الدراسة.
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ما هي المستويات المعرفية التي ركزت عليها الأسئلة في كتاب الجبر المطور؟
ركزت الأسئلة بشكل أكبر على مستويات التطبيق والفهم، بينما كانت مستويات التركيب والتذكر أقل تمثيلاً.
-
ما هي المقترحات التي قدمتها الباحثة بناءً على نتائج الدراسة؟
اقترحت الباحثة توزيع الأسئلة بشكل متوازن بين جميع المستويات المعرفية لبلوم وإجراء بحوث مماثلة في مراحل تعليمية أخرى.
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ما هو المنهج الذي استخدمته الباحثة في الدراسة؟
استخدمت الباحثة المنهج الوصفي التحليلي في هذه الدراسة.
References used
Ijaiya, N. Y.S. And Alabi, A. T. and Fasasi, Y.A (2010): Teacher Education in Africa And Critical Thinking Skills: Need And Strategies. Department of Educational Management. University of Ilorin. Nigeria. Johnson, The Social Science, Vol 5 , No 4
Lerner, J., W., (2000): Learning Disabilities, Theories, Diagnosis, And Teaching Strategies. Houghton Mifflin Company, Eighth Edition, New York, Boston
Lord, Thomas And Baviskar, Sandhya (2007): Moving Students From Information Recitation to Information Understanding: Exploiting Bloom's Taxonomy in Creating Science Questions, Journal of College Science Teaching. Vol 36 , No 5
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The goal of the current research is to Evaluation the book of engineering
for the basic ninth grade according to the criteria of math curriculum for
education before university in Syria Arab Republic from the view of
teachers, Then giving some propositions which may attribute at avoiding
some mistakes that styles of curriculums may do.
This study aimed at identifying number sense skills, which are
supposed to be available in algebra textbook among grade
eight students, and to know to what extent are these skills
available in the algebra Textbook.
Readability plays an important role in the stand on the appropriateness of the textbook what maturity level of language for pupils who decided on them, and the availability of the terms of her textbooks contributes in making them perform their desire
d interest. In light of these large importance of Readability the absence of manifest studies which investigating Readability textbooks becomes clearer at the local level. Accordingly , the study aimed to determine the level of Readability book (my Arabic) scheduled for pupils basic sixth grade in the Syrian Arab Republic, and know how the order of literary texts in the target book depending on the degree of its Readability, identifying differences in the Readability between the average scores of students Depending on the following variables: (gender, school rate, read type, and type of word deleted).
To achieve the objectives of the study, researcher followed the descriptive approach, and chose randomly ten literary texts from the book (my Arabic) for the sixth grade primary by five prose texts and five poetry texts, and were selected by a systematic random sample representative of the book activities, they are: Drills of third unit, sixth, ninth, then the second ten.
Based on a sample of subjects in the study prepared by the researcher of two tests: first, the sequel test to measure the level of Readability prose and poetry selected texts from the book (my Arabic) basic sixth grade. the second: Test Readability workouts consisting of (35) Question of multiple choice ; To measure the clarity of the questions of the book (Arabic language) for the basic sixth grade, and its accuracy in the expression of the task required of the pupils to implement.
Then the researcher to apply the two tools study on a random sample of pupils basic sixth grade in public schools in the city of Damascus, consisted of 505 students, spread over 12 scholarship divided on (12) class in (6) schools, of which 258 pupils, and (247 ) schoolgirl.
Well to answer questions about the study and test the validity of hypotheses, researcher of the study sample tranferred answers to the Statistical Package for Social Sciences terms of data (Spss); and calculated the averages, standard deviations, and percentages, and use the T - test for two independent samples, and analysis of monogamous variance for more than two independent samples, and test Hevah Scheffe comparisons posteriori.The study showed the following results:
• Degrees of (110) students within the independent level of Readability; (21.78%) of the total number of the sample, while the degrees of 184 pupils In the educational level of Readability; percentage of (36.43%), while degrees (211) pupils has occurred within the frustrating level Readability; that is accounted for (41.78%). By combining the number of students at the educational and independent levels, it is clear that the "Arabic Language" book for the sixth grade is suitable for 294 students, or 58.21% of the students whose the book is prepared for. The results also showed that the average scores of students at all levels of Readability reached (45.85), which is located within the educational level of AlInqiraiah.
• The presence of a statistically significant difference between scores of the students in the level of Readability book (my Arabic) scheduled for the sixth grade primary in the Syrian Arab Republic attributed to the variable sex, in favor of females.
• The presence of a statistically significant difference between scores of the students in the level of Readability book (my Arabic) scheduled for grade basic sixth grade in Syrian Arab Republic. attributed to the following: (academic average for pupils, And read type, and the type of word deleted in testing the sequel), in favor of each of the following categories: (average high school, and prose texts, and name).
• Not included prose and poetic texts in its location in the book (my Arabic) for the basic sixth grade depending on their degree of its Inqiraiah.
In light of the results of the study, the researcher recommended the need to take the authors of the curriculum as a standard of Alanaqraiah, and the preparation of textbooks more than the level of each class to suit individual differences among students, as suggested further studies in the field of Readability on other textbooks.
The research aims to prepare a list of the most important factors in the (Arabic is my language) books for the first stage of basic education, and to know the availability of these factors in prose texts in the book (Arabic is my language) for the fi
fth grade.
To achieve the first objective, the researcher prepared a list of major readability factors in the books (Arabic is my language) for the first stage of basic education, this list formed from four main components: the word, sentence, paragraph, and style, falls underneath (32) sub-factor.To achieve the second objective, the researcher designed an analysis list for prose texts content in the book (Arabic is my language) for the fifth grade in light of the previous readability factors by transforming main components: (word, sentence, and paragraph) to the units of analysis, and sub-factors to Analysis categories. The list was in final form consisting of (3) head units, fall under it (24) sub-category. After confirming the veracity of the list of analysis and its stability, the researcher applied it to the prose texts sample of the target book.
The results showed that the availability of readability factors in prose texts from the Book (Arabic is my language) for fifth grade was high, by a percentage of (81.59) and the readability factors associated with (word) was more available factors; by a percentage of (89.18), followed by factors related to the (sentence) by a percentage of (81.92), then the factors related to the (paragraph) by a percentage of (73.68). Based on the research results, the researcher presented a set of recommendations relating to the need for taking readability factors when choosing educational texts, and the need for further studies in this field.
The research aims at analyzing the reading book scheduled in the sixth grade in
accordance with the standard which the researcher intend to. It also aims at examining
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rated 16.33%; and the third is the national values and nationalism which rated 14.03%; the
fourth is the social values which rated slightly less than its predecessors, in this case
13.76%; the fifth field in scale is the spiritual and moral values which rated 11.33%; the
sixth is the economic values which rated 9.71%, and finally the field of human values
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