The Effect of Using Classroom Dialogue on the Acquisition of Arabic Grammar Rules among Second-Grade Intermediate School Students and the Development of their Divergent Thinking

Abstract

The study designed to investigate the effect of using classroom dialogue on the acquisition of Arabic grammar rules among second-grade intermediate school students and the development of their divergent thinking. The researcher chose an experimental design for the research due to the presence of an independent variable, which is classroom dialogue, and two dependent variables (achievement - divergent thinking). Thus, there was an experimental group and a control group. The researcher conducted equivalence and the results showed that there were no statistical differences between these two groups. The research sample consisted of (48) students, (25) for the control group and (23) for the experimental group. The researcher constructed an achievement test consisting of (15) multiple choice items with four alternatives, and a thinking skills test. Then, the stability of this test was extracted using the split-half method after applying it to a survey sample consisting of (20) second-grade intermediate school students in the Ramadi Governorate. The researcher analyzed the results he reached using the T-Test for two independent samples. The results appeared as follows: There were statistically significant differences in achievement and thinking among the average scores of the students of the experimental group who learned using the classroom dialogue method and the average scores of the students of the control group who learned the same subject using the traditional method (lecture) in benefit of the classroom dialogue method. Thus, the first hypothesis was rejected.