فاعلية طريقة المحاضرة والطريقة الاستنتاجية في تدريس مقرر النحو والصرف للصف الثالث الثانوي : دراسة ميدانية بمدارس محافظة الخرطوم

Abstract

AB ST RACI T The objective of this study is to know the extent of the efficacy of the lecture method and its flaws and merits on the context of class acquisition , for the student of the third year in secondary schools. Likewise , the study aimed at knowing the efficacy of the deductive method and comparing it with the traditional method which was adopted in schools. In this way, it would be possible to discover which method is more effective in teaching grammar and morphology curriculums to those students. The sample of the study was composed of 212 male and female students of the third year of the secondary stage. The researcher adopted the descriptive — analytical empirical approach for the study. This sample was divides into four groups: 1-A group which was taught by the lecture method; and which number was 65 male students. 2- A group which was taught by the lecture method; and which number was 56 female students. 3- A group which was deductive method; and which number was 49 male students. . t , 4-A group which was deductive method; and which number was 42 students. ‘The researcher chose six items of the relative for the third year of the secondary stage; starting fiom, and to the compound. in the dual and the plural relatives. 'The researcher also devised six units, which were taught by the deductive method, on the basis of the confirmation of the other samples. The same units were taught by the lecture method‘ to the male and female students. The tools of the research included the before-and- after test, in which all the four groups participated. The tests were subjected to examination by experts in the Arabic Language subject. Thus, statistical analysis, arithmetic mean, standard deviation and T-test were used to compare results. The study finding may be summarized as follows: - 1-There are differences of the statistical significance between the male and female students who study the grammar and morphology curriculum in the third year of the secondary stage in the before-test . 2- There are differences of the statisticalsignificance in the efficacy of the lecture method; and the deductive method , in teaching the grammar and morphology curriculum of the third year of the secondary stage. 3-There are no statistical significance differences between the results of the male and female students who study the grammar and morphology curriculum in the third year of the secondary stage by the lecture method; in the examination. I 4- There are differences of statistical significance between the results of the male and female students who study the grammar and morphology curriculum, in the third year of the secondary stage by the deductive method; in the after- examination.