ተለዋዋጠáˆá‹˜áŠ“ በአማáˆáŠ› አንብቦ መረዳት ችሎታና የማንበብ ተáŠáˆ³áˆ½áŠá‰µ ላዠያለዠአስተዋጾ
Abstract
የዚህ ጥናት ዓላማ ተለዋዋጠáˆá‹˜áŠ“ በአማáˆáŠ› አንብቦ የመረዳት ችሎታና የማንበብ ተáŠáˆ³áˆ½áŠá‰µ ላዠያለá‹áŠ• አስተዋጾ መመáˆáˆ˜áˆ áŠá‰ áˆá¡á¡ ጥናቱ የተተገበረዠበáትáŠá‰µáˆ˜áˆ°áˆ áˆáˆáˆáˆ ስáˆá‰µ የቅድመና ድኅረትáˆáˆ…áˆá‰µ áˆá‰°áŠ“ ባለá‰áŒ¥áŒ¥áˆ ቡድን ንድá áŠá‹á¡á¡ የጥናቱ ተሳታáŠá‹Žá‰½ በ2013 á‹“.áˆ. በባሕáˆá‹³áˆ እá‹á‰€á‰µá‹áŠ“ የመጀመሪያ ደረጃ ትáˆáˆ…áˆá‰µá‰¤á‰µ በáˆáˆˆá‰µ የመማሪያ áŠáሎች á‹áˆµáŒ¥ á‹áˆ›áˆ© የáŠá‰ ሩ 88 የአራተኛ áŠáሠተማሪዎች ናቸá‹á¡á¡ የጥናቱ ተሳታáŠá‹Žá‰½ በáˆáˆáˆáˆ© የተዘጋጀá‹áŠ• ትáˆáˆ…áˆá‰µ ለስድስት ሳáˆáŠ•á‰³á‰µ (12 áŠáሠጊዜያት) ተከታትለዋáˆá¡á¡ የአንብቦ መረዳት ትáˆáˆ…áˆá‰±áŠ•á£ á‹¨áትáŠá‰µ ቡድን ተማሪዎቹ በተለዋዋጠáˆá‹˜áŠ“ አቀራረብ የተማሩ ሲሆንᣠየá‰áŒ¥áŒ¥áˆ ቡድን ተማሪዎቹ á‹°áŒáˆž በመáˆáˆ…áˆáŠ“ በተማሪ መጻሕáˆá‰µ አቀራረብ መሰረት በተለመደዠመንገድ ተከታትለዋáˆá¡á¡ የጥናቱ ተሳታáŠá‹Žá‰½ ከáˆáˆáˆáˆ© በáŠá‰µáŠ“ በኋላ á‹«áˆá‰¸á‹ የአንብቦ መረዳት ችሎታና የማንበብ ተáŠáˆ³áˆ½áŠá‰µ በáˆá‰°áŠ“áŠ“ በጽሑá መጠá‹á‰… ተለáŠá‰·áˆá¡á¡ የተገኙት መረጃዎችሠበካá‹-ካሬᣠበáŠáŒ» ናሙና áˆá‹á‹á‰µ ትንተናና በመዋቅራዊ እኩáˆáˆ½ ሞዴሠተáˆá‰µáˆ¸á‹‹áˆá¡á¡ በትንተና á‹áŒ¤á‰± መሰረት የማንበብ ትáˆáˆ…áˆá‰µáŠ• በተለዋዋጠáˆá‹˜áŠ“ ማስተማሠበተማሪዎች የአንብቦ መረዳት ችሎታ (β = .386, p = .018) እና የማንበብ ተáŠáˆ³áˆ½áŠá‰µ (β = .717, p < .001) ላዠቀጥተኛ አስተዋጾ አለá‹á¡á¡ ስለዚህ ተለዋዋጠáˆá‹˜áŠ“ በመደበኛ ትáˆáˆ…áˆá‰µ á‹áˆµáŒ¥ በአማáˆáŠ› ቋንቋ አንብቦ መረዳትን ለማስተማሠተáŒá‰£áˆ«á‹Š ቢደረጠየትáˆáˆ…áˆá‰µ ጥራት ጉድለትን ለማሻሻሠአስተዋጾ á‹áŠ–áˆ¨á‹‹áˆá¡á¡
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