أثر التدريس باستراتيجية البنتاجرام على تعلم النحو العربي لدى طالبات الصف الأول الثانوي وتنمية اتجاهاتهن نحوه
This study aimed to identify the effect of teaching using the pentagram strategy on the learning of Arabic grammar among first-year secondary school students and the development of their attitudes towards it. A quasi-experimental design based on two groups (experimental and control) was used. To achieve the study's objective, the first three units of the second-semester grammar and morphology textbook (subject and predicate, verbal noun, and specification) were taught using the pentagram strategy. A pre- and post-test of grammar learning and a pre- and post-test of attitudes were used. The study was conducted on 44 first-year secondary school students, 22 in the experimental group and 22 in the control group. The results showed statistically significant differences at the significance level (α≤0.05) between the mean achievement scores of the students on the post-test. The results also showed statistically significant differences in the attitudes of the students in the experimental group attributable to the teaching method using the pentagram strategy. Recommendations were made in light of the findings, most notably the need to train teachers in teaching using the pentagram strategy in various subjects. (Published abstract)