scholarly journals Development of English Spelling Acquisition Stages of Saudi Intermediate School Students

2020 ◽  
Author(s):  
Mohammad Hussein Hamdan ◽  
Muteb Ahmad S. Al-Zahrani
Keyword(s):  
Intermediate School ◽  
School Students ◽  
Spelling Acquisition ◽  
English Spelling

scholarly journals Development of English Spelling Acquisition Stages of Saudi Intermediate School Students

2020 ◽  
Author(s):  
Mohammad Hussein Hamdan ◽  
Muteb Ahmad S. Al-Zahrani
Keyword(s):  
Public Schools ◽  
Grade Level ◽  
Spelling Error ◽  
Intermediate School ◽  
School Students ◽  
Spelling Acquisition ◽  
9Th Grade ◽  
Word Level ◽  
Spelling Ability ◽  
Word Spelling

Spelling words accurately is not an easy process. Instead, it is a complex developmental skill. Due to this fact, several studies have recently investigated learners’ spelling ability and how this skill develops in different stages. The main purpose of this study is to examine the developmental nature of Saudi intermediate school students' acquisition of spelling knowledge as measured by the Schlagal's Qualitative Spelling Inventory (designed to assess spelling error patterns). Further, it aims at determining whether Saudi intermediate school students' spelling performance improves as their grade level increases or decreases based on word-level complexity or difficulty. In fact, this study is significant since it reflects the progress of Saudi intermediate school students not only in spelling, but in other literacy areas such as reading, and listening. A strong parallel has been found between spelling, reading and listening. The sample of the study was 300 participants, all of whom were 7th and 9th male graders who study at intermediate public schools in Riyadh, Saudi Arabia. Spelling features and word spelling scoring scales were used to score the given data. The findings showed that the 7th-grade students were listed at the phonetic stage, while the 9th-grade students were listed at the patterns within words stage and syllable juncture stage. Besides, the findings revealed that students' spelling performances improved as their grade level increased. Moreover, students' spelling performances were decreased with the increase of word-level difficulty or complexity.

Using Flipped Classes to Develop Scientific Communication and the Attitude Towards Technology Acceptance in Science Learning in Intermediate Schools

2022 ◽  
Vol 12 (1) ◽  
pp. 1-15
Author(s):  
Sahar Mohammed Yousef Ezzeldin
Keyword(s):  
Technology Acceptance ◽  
Flipped Classroom ◽  
Science Learning ◽  
Intermediate Stage ◽  
Scientific Communication ◽  
Group Method ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Quasi Experimental

This study aimed for using flipped classroom to develop scientific communication and the attitude towards technology acceptance in science learning among intermediate school students. For this purpose, the quasi-experimental design with the experimental and the control group method was used. The sample involved (49) third intermediate stage students from two different schools in Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia. A list of written scientific communication levels suitable for intermediate school students and a procedural model for learning with flipped classes were presented. The study applied the scientific communication test and the technology acceptance in the science learning scale. The statistical analyses revealed that there were statistically significant differences between the means of the scores of the experimental and control group students in the scientific communication scale and the technology acceptance in the science learning scale in favor of the experimental group. Recommendations and suggestions were presented.

English spelling performance of Dutch grammar school students

2013 ◽  
Vol 2 (2) ◽  
pp. 152-169 ◽  
Author(s):  
Marieke Hoeijmakers ◽  
Elise de Bree ◽  
Merel C.J. Keijzer
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Grammar School ◽  
School Students ◽  
Reading Task ◽  
Spelling Performance ◽  
Foreign Language Learners ◽  
Pseudoword Reading ◽  
English Spelling

The present study investigates English spelling performance of Dutch grammar school students to establish whether Dutch grammar school students are able to spell words differing in complexity, as well as whether they are sensitive to the information available in the spellings (phonological, orthographical, and lexical frequency). Twenty-one Dutch foreign language learners of English were presented with an English dictation task (from Kemp, Parrila, & Kirby, 2009). They had to spell base (uninflected) and derived (inflected) words and pseudowords which were matched on the basis of their phonological or orthographical patterns. Students also had to complete a Dutch dictation task, and a word and pseudoword reading task. Findings show that the students obtained higher scores on spelling words versus pseudowords, base versus derived targets, and on phonological versus orthographical targets. There was no correlation between Dutch and English spelling proficiency. These data are interpreted within a usage-based model of language acquisition.

scholarly journals Effect of Using Scientific Stations Strategy in Developing Deductive Thinking of Intermediate School Students in General Sciences

2020 ◽  
Vol 12 (2) ◽  
pp. 35-48
Author(s):  
Heba Mohammed Saleh Al-Hafidh
Keyword(s):  
Statistical Processing ◽  
Mean Difference ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

The study aimed to know the effect of using the Scientific stations strategy in developing Deductive thinking of intermediate school students in the science subject. To achieve the aim of the research, the researcher used experimental design with two equal groups, the research sample consisted of (65) intermediate-grade students in Al Nidhal school for boys represented by (30) students of the experimental group and (35) students for the control group, the researcher equivalence of the two research groups with a set of variables including (Intelligence, parents ’educational level, previous achievement, age calculated by months and pre-test for Deductive thinking), to verify the research aim the researcher put the two hypotheses as following : 1- There is no statistical significant difference at the level of significance (0.05) between the scores mean of the members of the experimental group and the members of the control group in the post test of Deductive thinking. 2- There is no statistical significant difference at the level of significance (0.05) between the mean difference between the (pre and post) tests of both experimental and control groups in the Deductive thinking test. To verify the research hypotheses, the researcher prepared a test for Deductive thinking consisting of (20) items the researcher applied the test of Deductive thinking, collected the data, and tabulated it in tables for statistical processing and the results indicated: 1- There is a statistical significant difference between the scores mean of students in both groups in the Deductive thinking test and in favor of the experimental group. 2- There is a statistical significant difference between the mean difference between the two tests (pre - post) and in favor of the experimental group.

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