شبكة المعلومات العربية التربوية

The paper aims at identifying the efficacy of reprimand in the achievement and orientation towards the topic of history among first intermediate year students. The researchers have followed the experimental method of two groups; experimental and controlling. Next, they formulated an achievement test of (25) multiple choice questions along with a ready-made orientation scale towards the topic of history (fully agree, agree, don't know, disagree, fully disagree). The study is conducted in the first half of the academic year 2013/2014 in Qureish Intermediate School for Boys. The sample selected compromise of (62) students divided on two groups of (31) students each. The experimental group is taught regarding the method of reprimand, while group a and the controlling group are taught in the traditional method. Moreover, the researchers applied some certain statistical processes as the t-test, Pearson correlation coefficient, item recognition equation and item difficulty equation. Results achieved are: 1) there are statistically significant variations on the level of (0.05) in favor of the experimental group which is taught in terms of the reprimand method. Such variations are not recognized in the controlling group which is taught in the traditional method regarding the post-test conducted for this purpose. 2) There are statistically significant variations on the level of (0.05) in favor of the experimental group which is taught in terms of the reprimand method. Such variations are not recognized in the controlling group which is taught in the traditional method regarding the orientation scale towards history. Therefore, the researchers recommend the following: 1) undertaking the reprimand method in teaching history for different study levels. 2) Taking up the reprimand method in teaching history for first year intermediate students in order to decrease the level of achievement and improving their orientations towards history. The researchers suggested similar studies on: 1) the impact of reprimand on other study stages like the secondary and high schools and on various study levels. 2) Making a descriptive study to identify how much teaching methods in the intermediate stage are near or far from the reprimand method. (Published abstract)