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

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The target population was seconda./ school students in lhe capital city Se'a; withi the secondzry school, second sodary grade w4 selected. The snrdy groups werc second secondary students of bo$ scien@ dd an! (literuy) setios. Then agas ranged betweer 17-18 ye$s. \t4ry second secondafy and no!, ey, thnd secondarf 'Ih€ arswer to thjs question is tbat this class, whlch j! cquivalot to clrss XI (internediate) in Pakistan, \ras easy to experinc<strong>rt</strong> 04 as the snjdent! codd easily cop€ with th, ltrioE &tjvitjs ald to soDc exient with the r€quirements of usirg English in tfte cbssroo<strong>tn</strong>. Obviouly, thnd s@Dd!r/ rut bc b€<strong>tt</strong>er rn this regffd but lhey werc very busy with then sEduation examirElion (secondary cedific<strong>rt</strong>e). Neither they nor th€i ieachels or the school autbodties were feady to volu[lc€r, 43 Sampl€ S€l€ctiotr: The nature ofthis study requned fiat dEr€ were two ercups as just inentiomd; rh* werc dE €xperinental group and dE coonol group. They weE sclected iom a larger population lsee se.4.3 abovel. So tu$ ofall, the laige population was id.Dtified- It wa lhe secondary school stud€nts in the capital city Sara'a. Ttis was done by draw;ng a list of tle dree secondary schools i.e., lhose, wNch were completc in havirg the t<strong>hr</strong>ee clalses tDm fiEt to third secondary. Frob tbi! Is! tliee schools were chos€tr provided tut a girl school wa included. Wilh €ach school the populanod was ffiowed doM to pa<strong>rt</strong>iculd level or class- I}is wd foud to be s€cond lecondary. As this was done, the experinedal and lhe control g.orps were s.l€4ted on lhe basis of their simijarity and accord;ng to the results ofa prcre$ [Se app€ndix 2]. 'Ihe pre-.est (a nontbly test), was adniditcren by tbe t@ch€t! ofthe gtoupc ll was confrned ftoln fte teach€r of the grcups that lhe two Sroupg were also almost sitrilar. the followirg tables show th€ res'rlis of the pr€lest in each school in which the nw scorcs md tbe ncahs
Thc pre-tesLs Class 6 at. 2n a4 250 260 219 286 No. ofSs '75 70 70 69 3.3 4-t Class 6 2tl u3. 14l 36t 324 No. ofss 70 C9 4.9 4.6 Cla$ 6 2ll 212. a4 .t35 3t2 328 380 No. ofss 68 73 1l Mean 4.3 4.6 J.8 The above drce tlbles show lhe Es! i3 ofthe pr+test! in the t<strong>hr</strong>e schools wilh the purpose ofdebrmining th€ two groups lhat w@ io be selected aierwards. Ar one can see that there arc more lbd two ctas$s in e3ch school. In Al-Kwait School table {1) colllm (l) therc ars fotlr classes of second s.condary- Thesc were 2lr, 2D,2n, Nn 2/4. Th€ iahire of the €xp.rim€nr requir€d two eroups orny and lhey mut be equivalent or n€arLy equivalent, this nod that a pre-&st wns mcd€d so that the r€quir€mmt of two equivalat Em'.ps was frnflbd. In lhc s€.!d column in e.ch table the raw scores of th€ *hole group arc giEn. J[st b€low that, the number ofthe students in e{ch olars is shown. In the lalt c,olllm th€ n|een of @h grcl+ is gii€rl lt wrs d thc b4is of tlle n@s thqt the <strong>hr</strong>o sordy goups sere s€lectcd- As the tables show, ther€ we.e no two conplelely identical clas.s in th€ lbre! sch@is- A- th€ groups in tlle tbree schools wero De$ly siDilar as regard! to th€ir level of &hiev€llEt The
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
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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
Page 16 and 17: 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 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€$on siag.s w€d just as e)(
Page 85 and 86: --Then, the snrd€nrs can stan rea
Page 87 and 88: 3.DoiDg ttl. boDrw
Page 89 and 90: €come less panicipaDl in lhis typ
Page 91 and 92: addition, self-study aclivities are
Page 93 and 94: Usually activiti€s, which encoune
Page 95 and 96: 6. GROUP WORK ACTIVITIES lvork wd u
Page 97 and 98: CHAPIER. VI THERESIJLTS 'hi@.lim it
Page 99 and 100: control grouA on ihe other hand, sc
Page 101 and 102: 9flo of the total rBponses oflhe fo
Page 103 and 104: 6.13 Rsults of Ob3€rvrt</
Page 105 and 106: 6.2 RESULT INTERPRTATION 6,2.1. Po$
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
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qulirative natue of leming. On the
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hem (l) is rclated only 1o the gnk.
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(2) lesson 2/4 in the old texlbook.
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In the next ilen (8), ir was obsene
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CIIAPIER Xtr CONCLUSIONS AND IMPI,I
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fte way to ihe suggested approach.
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iespected as individual. To rcspect
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aggrcsion or self-jutificalion as t
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C}IAPTER XIII GUIDELINES FOR A TRAI
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leaming is sen a! a process in whic
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Coming to lle role ofihe leacher in
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ft. couse shodd b€ quit clear of
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Sellcoreclion is easier to rem€mb
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SiDulation a a rype of activiry tha
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Nu'an (1938:22) points out " Tlere
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couffy are voied as follows "libenL
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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
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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
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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
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ndrrrrki t h th:- C'rl-!- ' J'rn: Y
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D Da Nd.'d S$ir. re ii.. io 'hn iEr
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UNIT 2 SERVING TItE PEOPI.E Four se
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