The Effect of the Guided Reciprocal Questioning Strategy on the Expressive Performance of Second-Grade Intermediate Female Students.
DOI:
https://doi.org/10.36473/6ry56x43Keywords:
directed exchange questioning strategy, expressive performanceAbstract
This paper aimed to identify the effect of the directed exchange questions strategy on the expressive performance of second-year middle school female students. The researcher followed the experimental research approach and adopted the experimental design with the experimental group, the control group, and sequential expressive tests. The experimental group consisted of (26) female students and the control group (26) female middle and high school students. Adhamiya District, Rusafa First. She rewarded the two research groups with variables (chronological age, previous year’s grades, and intelligence test scores). She prepared the research requirements, including defining the study material and preparing behavioral goals and teaching plans. Then she controlled the extraneous variables and then applied her experience, which lasted a full semester for the academic year (2021-2022), when she studied the female students of the experimental group studied according to the strategy of directed exchange questions, and the female students of the control group studied according to the usual method. After the end of the experiment, she extracted the average scores of the female students of the two research groups in the sequential expressive tests, and then she collected the data and analyzed it according to statistical methods (Pearson correlation coefficient and the t-test) to make it clear to her that the female students of the experimental group were superior. The students of the control group in expressive performance must, according to these results, establish a number of conclusions, recommend a number of recommendations, and suggest a number of other recommendations.
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