شبكة المعلومات العربية التربوية

The present research, entitled the effect of the generating questions strategy on the achievement and memorization of secondary stage students in literature and poetry, aims at verifying the following hypotheses: 1) there is no significant difference at the level (0.05) between the marks of the pre and post-tests of the students in the experimental group who were taught literature and poetry by using the generating questions strategy. 2) There is no significant difference at the level (0.05) between the marks of the pre and post-tests of the students in the experimental group who were taught literature and poetry by using the generating questions strategy and the marks of the post test of the students in the control group who were taught according to the traditional method. 3) There is no significant difference at the level (0.05) between the marks of memorization test between the experimental group who was taught literature and poetry by using the generating questions strategy and the marks of the control group according to the traditional method. The researcher applied the experimental approach in their research. The sample included (56) students distributed into (28) students in the experimental group and (28) students in the control group. They conducted equation of several variables, which are: the marks of the last year (2015-2016), the educational level of the parents, the ages in months, and the marks of the post test of the two groups. The researchers had taught (7) topics of literature and poetry in the experiment after preparing teaching plans. A sample of these plans was exposed to a number of experts and judges and it was accepted with (80%) percent. At the end of the experiment, the researchers conducted the post-test and, after three weeks, the memorizing test on both groups of the experiment. The researchers arrived at the following findings: exceed of the experimental group who was taught according to the generating questions strategy on the control group according to the traditional method. In the light of the present research results, the researchers recommended to the necessity of using the generating questions strategy in teaching fourth secondary stage student’s literature and poetry and they suggested to conduct a study like the present one in teaching other topics such as readings, grammar, and dictation. (Published Abstract)