أثر استخدام استراتيجية قائمة على القصة في تحسين مهارات التذوق الأدبي لدى طلبة الصف العاشر الأساسي
This study aims to identify the impact of the story-based strategy on improving the skills of literary appreciation for tenth grade students through answering the following three questions: 1) is there a difference in the performance of tenth graders regarding the skills of literary appreciation that could be ascribed to the teaching strategy (whether a story based strategy or the normal one)? 2) Is there a difference in the performance of tenth graders regarding the skills of literary appreciation that could be ascribed to sex (female or male)? 3) Is there a difference in the performance of tenth graders regarding the skills of literary appreciation that could be ascribed to the interaction between the teaching strategy and sex? To answer the abovementioned questions of the research, the researcher prepared a test to measure the skills of literary appreciation for tenth graders. Both the validity and constancy of the test were verified according to acknowledged principles and standards. The researcher rebuilt four study units based on story within the tenth-grade curriculum. To achieve the objectives of the study, two schools (one female and another male) within fifth Amman directorate of education were chosen on purpose. Each school composed two sections: an empirical section of 30 students and another control one with the same number of students. The two sections were subject to a pre-test. Then, the empirical sections were taught according to the story-based strategy while the control sections were taught according to the normal strategy. The experiment lasted for six weeks. The researcher then gave a post-test to the two sections in each school. Below are the findings: 1) there is a statistically significant difference between the average performance of tenth graders regarding the skills of literary appreciation that could be ascribed to the teaching strategy in favor of the empirical group. 2) There is a statistically significant difference that could be ascribed to the sex variable favoring female. 3) There is no statistically significant difference that could be ascribed to the interaction between the teaching strategy and the sex variable. (Author's abstract)