I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

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in the tlr€e schools fsvor this new approach lt is very impo<strong>rt</strong>ant to notice that lhe fequency of nary resPonses io this table is hjgh€' tho that ofnegative ones as shown in Lble (15) below lhis is true to the tlree schools. For more detaib look at lecdon [6.2] blow. Set B. Neg<strong>rt</strong>ive Results of Que3tiontraire fRDQ x E 'Itis aDDrcen is slo* dd litu coN.ing T@h.r d@s rcl Day an.ntion lo misi.t s Sotr nud.nb do mr e Ensbh ir gou!t!94 Som strd.nB do mt fouow ks6 3 SonElim l@td sDc.b Ssr (mt foUov.d) l0 2 6 trsc e rc1 @Epkl.d 0 l0 2 A lot ofmi* ie turL duirs trcuD w* 2 l 8 Tdbd witiDs on Bb ! i&gibL 2 0 0 9 T@hd dc Bt rnd<strong>hr</strong>c inro Aatra 2 l0 fh.E ir .or .D!sn wnins 0 0 2 ll N6 cbe. is ciq lo rudcds 'o wir. on Bb l2 T.nhoo*s d ot im.Esine 0 l3 Teb6 do6 ml chcl IFB wle 0 o l4 T@br d6 ftr e Bb ro nirc on t0 0 In rhe hblc (15) above, lhe regalive..spoEcs lo the op€F end€d quesrion of dle dinSs they like or dislike abod lhe l€3me.c€rler€d exp€.i@ sr. giv€n. All thc 14 items sho* a negative a<strong>tt</strong>inrde lowads $e idca of leamer-ccnt€rcdrEss. However, orc can eisily rccosnize the low n€quency of..ch ilcm a! comlared b the positjve a<strong>tt</strong>inrde in th€ previous s€ctior Wlile th€ frEquelcy of d|e frst resatilt item in lable (lr) is 3,4,md 6 ;n the lnre€ sch@ls rBp€ctivelt it is 42,45 dd 39 tur itd one io the pGitive cat€gory. 'Ihis mrkes th€ diff€rcnc€. Hcncc, one ce say t<strong>hr</strong>l the general a<strong>tt</strong>itud. of thc ltude s towards lhe idci is positive. For a d€ta en €xplarution s€e s€ctioD [6.2]
6.13 Rsults of Ob3€rv<strong>rt</strong>iors 6.13. .. Paldv. ob.ra.don I. 2. 3, 5, 6. 7. L 9. t0 ll 12 l:l S-'Fd"bdbohsboa!.dd.dltY. sni.dr @uld bt hb eq€i4 tlti idder oFV oid! $.* @c drin6 rb! boys Nd r.nboob !t hs r4td+trdr Mor les lEd B c.qc.r.d (daF 6. li@) CtuuD divni! rridd b - ist itg E?r@ !t S. kvd ofElrlit b iqo$d to or d.grE Thid.ia .civni.. FoEd @livri.8lo LrF WhoL.Ls diEBid<strong>hr</strong> b6. @! Fss Though f,q bL ply diviti.. t@ Fov.d Fcit!. Tb Dda of bbb.uld! la b@ b rb iEtc Sb od.d3 ntd tbchErrli4 Ft b cLs Xsvii8 O. rdiorb Dlj/od leEh! !atdnll CoiA bq/.d l<strong>tt</strong> SiE L.-tr FoEd ro..ei. T*k @uld G.l rb ti.dt.tD+b.. b lh. clts In rablc (14 dE positiv€ ob€cffitiolB si! givcrl All thc l5 observstions rle r.hvsnl Howcvcr, 6.t! ar. two tliD8t l<strong>hr</strong>! d€s€rvc to bc sftsted tErE. Th. 6I3i i! dlat lh. ob!.rvatbB shosr impmv@i in the iDord of lctF.' p.nicip*ioa Thc a.cod rhing is i<strong>hr</strong>t dl.s. obscrv.lioB t ll abou dle ti?c of lcr<strong>rt</strong>Er' crnrc<strong>rt</strong>d aaivitics t<strong>hr</strong>t wtrr fouDd ft.siblc in lt a$..in al Io garnial dt poritiv. otu.rv.don3 sr.pporr the pGitit€ r€ult yicldd fio6 th. polt t!.t iDd qu.diotrlrir!.
Page 1 and 2:
Departmert
Page 3:
Just to remind you that Why do Jou
Page 6 and 7:
ACWVuLEO9TIEJ$ I am really v€ry g
Page 8 and 9:
TABLE OF CONTENTS The A bs tract :
Page 10 and 11:
The Abshact: The study, in hand, is
Page 12 and 13:
overall result ;s in favor of the p
Page 14 and 15:
CTTAPTER t INTRODUCTION 1.1. TIIE S
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par€nts. Thcy aftibute il to vari
Page 18 and 19:
ofhehavnr agaid nis will Thcrc is d
Page 20 and 21:
CHAPTER II SECONDARY EDUCATION IN Y
Page 22 and 23:
Yemen, of cowse, was one of rhe .eg
Page 24 and 25:
23 EDUCATION AI'TER TIIE REVOLUTION
Page 26 and 27:
difrerence ;s rath€r anificial Th
Page 28 and 29:
peFonality should be lreated a a wh
Page 30 and 31:
The Ministry of education of the mi
Page 32 and 33:
2.6.1 S.condrry school curriculutD
Page 34 and 35:
l8.The fou skjlls al€ stressed eq
Page 36 and 37:
appropdate wilh the new &tivities o
Page 38 and 39:
To make examination more effective
Page 40 and 41:
CHAPTER III REVIEW OF RELATED LIIER
Page 42 and 43:
Mio@ ro humn bens sas /e4ro". Lower
Page 44 and 45:
the p€rson'cenrercd 6 conrEsPd wi
Page 46 and 47:
Be.aule activities in the for€ign
Page 48 and 49:
Towards the end of the l97os,anothe
Page 50 and 51:
6. Tclcher to encorrrgc lesrners Pe
Page 52 and 53: 3.1.5 Reserrch dom on L€arnercent
Page 54 and 55: deny the fact that such sppMches ar
Page 56 and 57: activities and anangements in the c
Page 58 and 59: and pragnalics (Stem: in Alitis dd
Page 60 and 61: CHAPT€RIV METIIODOLOGY ' Most of
Page 62 and 63: The target population was seconda./
Page 64 and 65: two sloups tha! were found similar
Page 66 and 67: 4.5.1 The Achieven€ posltesl The
Page 68 and 69: appropnaie when uring lhe pos<stron
Page 70 and 71: CITAPTER V MATERIAL A.DAPTATION As
Page 72 and 73: 5.1 Exlmples of L.ssons Plsns 5.r..
Page 74 and 75: s.r.2 L€sror (2-4)[old ..
Page 76 and 77: 5.13 Lersons 5'6(old textbook) Le<s
Page 78: 5.r.4I,8ols (8,9J0xold t tt
Page 81 and 82: 5.2 Enmples ofM.Ntcrial Adrpt tion
Page 83 and 84: 'n l€$on siag.s w€d just as e)(
Page 85 and 86: --Then, the snrd€nrs can stan rea
Page 87 and 88: 3.DoiDg ttl. boDrw
Page 89 and 90: €come less panicipaDl in lhis typ
Page 91 and 92: addition, self-study aclivities are
Page 93 and 94: Usually activiti€s, which encoune
Page 95 and 96: 6. GROUP WORK ACTIVITIES lvork wd u
Page 97 and 98: CHAPIER. VI THERESIJLTS 'hi@.lim it
Page 99 and 100: control grouA on ihe other hand, sc
Page 101: 9flo of the total rBponses oflhe fo
Page 105 and 106: 6.2 RESULT INTERPRTATION 6,2.1. Po$
Page 107 and 108: lsee tables 11,12 & l3l. The centra
Page 109 and 110: to 'Ct.tu in ppik a capacity lu Qr-
Page 111 and 112: variety of techniques and leaching
Page 113 and 114: The qBtion Olai miglt be esked herc
Page 115 and 116: qulirative natue of leming. On the
Page 117 and 118: hem (l) is rclated only 1o the gnk.
Page 119 and 120: (2) lesson 2/4 in the old texlbook.
Page 121 and 122: In the next ilen (8), ir was obsene
Page 123 and 124: CIIAPIER Xtr CONCLUSIONS AND IMPI,I
Page 125 and 126: fte way to ihe suggested approach.
Page 127 and 128: iespected as individual. To rcspect
Page 129 and 130: aggrcsion or self-jutificalion as t
Page 131 and 132: C}IAPTER XIII GUIDELINES FOR A TRAI
Page 133 and 134: leaming is sen a! a process in whic
Page 135 and 136: Coming to lle role ofihe leacher in
Page 137 and 138: ft. couse shodd b€ quit clear of
Page 139 and 140: Sellcoreclion is easier to rem€mb
Page 141 and 142: SiDulation a a rype of activiry tha
Page 143 and 144: Nu'an (1938:22) points out " Tlere
Page 145 and 146: couffy are voied as follows "libenL
Page 147 and 148: exp€dence rhat lrkes Plac€ in s
Page 149 and 150: 2r. h.r.\ t{, (rto
Page 151 and 152: 60, sbi.k,q094lrmrlt'hk4r3.ld.lht o
Page 153 and 154:
MATERIAL ADAPTATION 1.a. Old Textbo
Page 155 and 156:
approaches. Therc are other types o
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. nEy change or ldd infonnation oft
Page 159 and 160:
LES9oNS (36) &&relcr!e!e!i Th. tcac
Page 161 and 162:
Afier adaotaffon: Snrderls g€t m
Page 163 and 164:
Aft6r adaotation: A ...ding skill:
Page 165 and 166:
tinked with €al lif€ affaiB. As
Page 167 and 168:
'.- Or by explaining (includin8 tra
Page 170 and 171:
;:,ssl ,+q:"tljL*'{--'r4r \.Jlaha5l
Page 172 and 173:
.c-);-+ l'/'uj'/' '1'/ z ."-i,1.",.
Page 174 and 175:
ol I ?:,-.t /t,li, ,zV|a, cr i/-/,
Page 176 and 177:
EFY c aursz lad !..ll.h.'.b!.1.,b!.
Page 178 and 179:
tlBlt cuJr :r+--! or . r1!E n{a. h
Page 180:
a iI I I I +.* -" I L."*,**,, 1".".
Page 183 and 184:
ldr.r.l3tb.Dlir'ft4. ,tJn K U
Page 185 and 186:
t':,.
Page 187 and 188:
ndrrrrki t h th:- C'rl-!- ' J'rn: Y
Page 189 and 190:
D Da Nd.'d S$ir. re ii.. io 'hn iEr
Page 191 and 192:
UNIT 2 SERVING TItE PEOPI.E Four se
Page 193 and 194:
l! I I ' Aar,,L^, fr (" l gsLlrd:L
Page 195 and 196:
I I I I I I I I I I f } tl I I ' t'
Page 197 and 198:
db, zt7 ^" 1"'- \^ 4 .,-'* -- '/-tl
Page 200 and 201:
'7',az,l a,,,/z '4 t-r ,//.,/ s'/.
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