شبكة المعلومات العربية التربوية

The aim of this study is to investigate the effect of peer teaching and group learning teaching (oriented survey) strategies on the attainment of the fourth literary grade students in the subject of Arabic literature. It can be achieved through investigating the following hypotheses: 1) There are no statistically significant differences between the average attainment of the fourth literary grade students of the first experimental group who studied the subject of Arabic literature by peer teaching strategy and the students of the control group who studied using the conventional method on the function level 0.05. 2) There are no statistically significant differences between the average attainment of the fourth literary grade students of the second experimental group who studied the subject of Arabic literature by oriented survey strategy and the students of the control group who studied using the conventional method on the function level 0.05. 3) There are no statistically significant differences between the average attainment of the fourth literary grade students of the first experimental group who studied the subject of Arabic literature by peer teaching strategy and the second experimental group who studied the subject of Arabic literature by oriented survey strategy on the function level 0.05. To achieve the aims of the study, the researchers adopted the procedures of the experimental method. The chose a partial control model with three groups: the first experimental group studies the subject of Arabic literature by peer teaching strategy, second experimental group studies the subject of Arabic literature by oriented survey strategy and the control group who study the same subject using the conventional method. The researchers intentionally chose Abu Al Dheifan, and Baladrouz preparatory schools for boys in Baladrouz District to conduct the experiment. The sample of the study consisted of 91 students, 32 students in the first experimental group and 29 students in the control group. The researchers equalized the students of the three groups in the variables: the score in Arabic language of the previous year, age by months, academic attainment of the parents, and the score in intelligence test. There was no statistically significant differences among the study groups in the previous variables. The researchers used one-way analysis of variance and chi square in extracting the variance in those variables. The researcher taught the three study groups himself depending on the content of the curriculum which included eight topics from the textbook of Arabic literature of the fourth literary grade for the academic year 2015-2016. He draw the behavioral objectives, then, prepared an attainment posttest consisted of 30 multiple choice items. He also checked the validity and the reliability of the test. It reliability was calculated using half-splitting method which reached 0.89 as well as calculating the difficulty parameter, discrimination parameter, and the efficiency of distractors. In the end of the experiment that lasted for 10 weeks, the researcher conducted the attainment posttest. The study concluded that is a statistically significant variation between the averages of the scores of the three groups in the attainment posttest in favor of the first experimental group on the function level 0.05. In the light of the results, certain conclusions, recommendations and suggestions were proposed. (Published Abstract)