فاعلية برنامج تعليمي قائم على نظرية الذكاءات المتعددة في تنمية المفاهيم البلاغية ومهارات النقد الأدبي عند طلاب الصف الثاني الثانوي في الجمهورية اليمنية
This research aims to reveal the effectiveness of an educational program based on the theory of multiple intelligences in developing rhetorical concepts and literary criticism skills among second grade secondary school students in the Republic of Yemen. To achieve this, this study adopted the semi-experimental design with partial control based on two experimental and control groups according to the quasi-experimental approach. The target population consisted of second-grade secondary students in government schools in the Yemeni governorate of Taiz for the first semester of the academic year (2020-2021), and the number of the sample was (83) students from the second grade of secondary school in Al-Fouz Elementary Secondary School, by (41) student in the experimental group, and (42) students in the control group. The researchers rewarded between the two groups through previous achievement scores in the Arabic language subject, chronological age, and linguistic ability test. The researchers also used the appropriate statistical methods for the research procedures, such as the Pearson correlation coefficient, arithmetic averages, standard deviations, and the T-test for two independent samples, in addition to some other statistical equations. The results showed the superiority of the experimental group over the control group in the rhetorical concepts test, and the literary criticism skills test. Accordingly, the researchers recommended a number of recommendations, including Shedding light on strategies, methods, and activities based on the theory of multiple intelligences, and employing them in teaching Arabic language branches in particular, and all academic subjects in general. Working on making use of the theory of multiple intelligences in building and designing educational curricula, preparing and qualifying teachers. (Published abstract)