Grades In Jordan Research Articles

The Effect of the Strategies of Multiple-Intelligences and Six Hats Strategies and Problem Solving in the Development of Eighth Grader's Scientific Thinking Skills in Jordan.

This study aimed to reveal the impact of the strategies of multiple intelligences, problem solving, and the six hats on the development of scientific thinking skills among students in eighth grade in Jordan. The study took place in the first semester 2010-2011. The sample consisted of (217) students who were divided into three groups for boys and three for girls. The sample was a stratified random sample. The first group was taught according to the strategy of multiple intelligence, and the second group according to the strategy of problem-solving, while the third was taught according to the strategy of the six hats. Researchers prepared a test to measure the level of scientific thinking among members of the study. The instrument included five areas. The results of the study were: There were statistically significant differences between the average score of students who studied according to the six hats and the average score of students who studied according to the multiple intelligence, and problem solving in favor of the former group. Females outscored males (p ≤ .05) There was no significant interaction effect between teaching strategy and gender at (p ≤ 0.05).

The Effect of the Strategies of Multiple-Intelligences and Six Hats Strategies and Problem Solving in the Development of Eighth Grader's Scientific Thinking Skills in Jordan.

This study aimed to reveal the impact of the strategies of multiple intelligences, problem solving, and the six hats on the development of scientific thinking skills among students in eighth grade in Jordan. The study took place in the first semester 2010-2011. The sample consisted of (217) students who were divided into three groups for boys and three for girls. The sample was a stratified random sample. The first group was taught according to the strategy of multiple intelligence, and the second group according to the strategy of problem-solving, while the third was taught according to the strategy of the six hats. Researchers prepared a test to measure the level of scientific thinking among members of the study. The instrument included five areas. The results of the study were: There were statistically significant differences between the average score of students who studied according to the six hats and the average score of students who studied according to the multiple intelligence, and problem solving in favor of the former group. Females outscored males (p ≤ .05) There was no significant interaction effect between teaching strategy and gender at (p ≤ 0.05).

The Islamic Values Included in the Educational Outcomes in the Interactive National Curriculum for Governmental Kindergartens Grade in Jordan

The Islamic Values Included in the Educational Outcomes in the Interactive National Curriculum for Governmental Kindergartens Grade in Jordan

The Implied Values in Lugatona Al Arabia Books for the First Three Basic Grades in Jordan, and the Extent of its Consistency with the Adapted Islamic Arabic Values System

The Implied Values in Lugatona Al Arabia Books for the First Three Basic Grades in Jordan, and the Extent of its Consistency with the Adapted Islamic Arabic Values System

An Analytical Study of Questions in the Arabic Language Textbooks of the 5th, 6th, and 7th Grades in Jordan

An Analytical Study of Questions in the Arabic Language Textbooks of the 5th, 6th, and 7th Grades in Jordan

The Speaking Skill (oral communication) in the Curriculum of Arabic Language for the Seventh Grade in Jordan: An Analytical Study

The Speaking Skill (oral communication) in the Curriculum of Arabic Language for the Seventh Grade in Jordan: An Analytical Study

Decreasing the Inattentive Behavior of Jordanian Children: A Group Experiment

The present study investigated the efficacy of using response cost paired with Differential Reinforcement of Incompatible Behavior (DRI) to manage the inattentive behavior of 30 students attending third and fourth grade in Jordan. A pretest- posttest control group design was employed to evaluate the efficacy of response cost and DRI. Results showed that students who were instructed using response cost and DRI strategies reduced their inattentive behavior significantly compared with students in the control group. In addition, there was a significant difference between experimental group means on the posttest and follow-up, which occurred two weeks following the completion of the intervention. Issues regarding future research and implications for practice are discussed.