Abstract/Hauptbeschreibung (Englisch)

The current study aims to identify (The Impact of employing the Concepts and Values of Jar Strategy in Developing Reading Comprehension among First Grade Intermediate Female Students in the Arabic Language Subject), to achieve the research aims the two researchers formulated the following null hypotheses: 1. There is no statistically significant difference at the level of significance (0.05), between the average achievement scores of experimental group female students who study reading and texts using the Concepts and Values Jar Strategy and the mean scores of students in the control group who are taught reading and texts using the standard method on the Reading Comprehension Development post-test. 2. There is no statistically significant difference at the significance level (0.05) between the average scores of the female students of the experimental group who study reading topics and texts with the concepts and values jar strategy in the reading comprehension development test (pre and post). 3. There is no statistically significant difference at the significance level (0.05) between the average scores of the female students of the control group who study reading topics and texts in the usual way in the reading comprehension development test (pre and post). The research sample consisted of (64) female students from the first intermediate grade, there were (32) students in the experimental group and (32) students in the control group, That sample was selected randomly from Hawazen Intermediate School for Girls at District of Baqubah / Governorate of Diyala for the academic year (2023-2024). The reading topics and texts in the experimental group were taught with Concepts and Values Jar Strategy, and the reading topics and texts in the control group were taught using the usual method. The two researchers compared the two research groups based on (academic achievement in the subject of Arabic language for sixth-grade students, the chronological age of the students calculated in months, the Danliz intelligence test, the academic achievement of fathers, the academic achievement of mothers, and the pre-reading comprehension test. After determining the scientific material, which included (7) seven topics from the Arabic language textbook designated for teaching first-year intermediate students for the academic year (2023-2024), sixth edition. The researchers formulated specific behavioral objectives, totaling (98) behavioral objectives. They prepared (14) model teaching plans, and presented two models of the plans to experts and evaluators. The researchers developed a test to enhance reading comprehension, which included two questions: the first one consisted of the multiple-choice type, and the second was an essay question with a restricted response. They verified the psychometric properties of the test items, which included the difficulty index of the objective items, the effectiveness of the false alternatives, and the coefficient of paragraph discrimination. The researchers formulated special behavioral objectives about (98) behavioral objectives, and prepared (14) model teaching plans, and presented two models of plans to experts and arbitrators. Then verified the psychometric properties of the test items, namely the difficulty coefficient of the objective items, the effectiveness of false alternatives, and the coefficient of paragraph discrimination. One of the researchers conducted the experiment from 18/2/2024 to 30/4/2024. After collecting, correcting, and statistically analyzing the data, the results showed that the experimental group outperformed the control group in reading comprehension. The researchers concluded several findings, including that the concept and value jar strategy is effective in expressing opinions and discussing the posed questions among the students. They recommended several suggestions, including the necessity of adopting the concept and value jar strategy in teaching reading and texts. They also proposed several recommendations, including: 1.Conducting a similar study based on the gender variable. 2. Conducting a similar study in other branches of the Arabic language (rhetoric, literature) and at different educational levels.