የጥያቄ-መáˆáˆµ ትስስሠብáˆáˆƒá‰µ የተማሪዎችን አንብቦ የመረዳትና የማንበብ áŒáˆˆá‰¥á‰ƒá‰µ እáˆáŠá‰µ የማሳደጠሚና
Abstract
የዚህ ጥናት ዓላማ የጥያቄ-መáˆáˆµ ትስስሠብáˆáˆƒá‰µ በተማሪዎች አንብቦ የመረዳትና የáŒáˆˆá‰¥á‰ƒá‰µ እáˆáŠá‰µ ላዠያለá‹áŠ• ሚና መመáˆáˆ˜áˆ áŠá‰ áˆá¢ ጥናቱ የተካሄደዠáትáŠá‰µáˆ˜áˆ°áˆ ቅድመትáˆáˆ…áˆá‰µáŠ“ ድኅረትáˆáˆ…áˆá‰µ áˆá‰°áŠ“ ባለá‰áŒ¥áŒ¥áˆ ቡድን (quasi-experimental pretest-posttest comparison group) ስáˆá‰µáŠ• መሰረት በማድረጠáŠá‹á¢ የጥናቱ ተሳታáŠá‹Žá‰½ በ2015 á‹“.ሠበባሕሠዳሠከተማ በá‰áˆá‰‹áˆ ሜዳ የመጀመሪያ ደረጃ ትáˆáˆ…áˆá‰µá‰¤á‰µ ከáŠá‰ ሩት ሦስት የሰባተኛ áŠáሠመማሪያ áŠáሎች á‹áˆµáŒ¥ በተራ የዕጣ ንሞና ዘዴ የተመረጡ 110 የኹለት áŠáሠ(55 የá‰áŒ¥áŒ¥áˆá£ 55 የáትáŠá‰µ ቡድን) ተማሪዎች ናቸá‹á¢ ለ12 ሳáˆáŠ•á‰³á‰µ (ለ12 áŠáለጊዜ) የáትáŠá‰µ ቡድን ተማሪዎች በጥያቄ-መáˆáˆµ ትስስሠብáˆáˆƒá‰µá£ የá‰áŒ¥áŒ¥áˆ ቡድኑ á‹°áŒáˆž በመደበኛዠሥáˆá‹á‰°á‰µáˆáˆ…áˆá‰µ መሰረት አንብቦ የመረዳት ትáˆáˆ…áˆá‰µ ተáˆáˆ¨á‹‹áˆá¢ አንብቦ በመረዳት áˆá‰°áŠ“áŠ“ በáŒáˆˆá‰¥á‰ƒá‰µ እáˆáŠá‰µ መጠá‹á‰… የተሳታáŠá‹Žá‰½ ቅድመትáˆáˆ…áˆá‰µáŠ“ ድኅረትáˆáˆ…áˆá‰µ አንብቦ የመረዳት ችሎታና የማንበብ áŒáˆˆá‰¥á‰ƒá‰µ እáˆáŠá‰µ ተለáŠá‰·áˆá¢ በá‰áŒ¥áŒ¥áˆáŠ“ በáትáŠá‰µ ቡድኖች መካከሠያለዠá†á‰³ ተመጣጣáŠáŠá‰µ በካዠካሬᣠየዕድሜና የቀደመ á‹•á‹á‰€á‰µ አቻáŠá‰µ በባእድ ናሙና ቲ-ቴስት ተáˆá‰µáˆ¾ ኹለቱ ቡድኖች አቻ መሆናቸዠተረጋáŒáŒ§áˆá¢ የተገኙ መረጃዎችሠበመዋቅራዊ ስሌት ሞዴሠ(Structural equation model) የSPSS AMOS 23 ሶáትዌáˆáŠ• በመጠቀሠተተንትáŠá‹‹áˆá¢ የትንተናዠá‹áŒ¤á‰µáˆ የጥያቄ-መáˆáˆµ ትስስሠብáˆáˆƒá‰µ በተማሪዎችን አንብቦ የመረዳት ችሎታ ላዠ(β = .567, t= 3.431, P= .001) እና የማንበብ áŒáˆˆá‰¥á‰ƒá‰µ እáˆáŠá‰µ ላዠ(β = .229, t= 2.135, P= .033) ቀጥተኛᣠየማንበብ áŒáˆˆá‰¥á‰ƒá‰µ እáˆáŠá‰µáŠ• በማጎáˆá‰ ት አንብቦ በመረዳት ችሎታ ላዠደáŒáˆž (B= 1.074, t= 1.888, p= .010) ቀጥተኛ á‹«áˆáˆ†áŠ á‰°áŒ½áŠ¥áŠ– እንዳለዠ(P<.05) አረጋáŒáŒ§áˆá¢ á‹áˆ…ሠየጥያቄ-መáˆáˆµ ትስስሠብáˆáˆƒá‰µ በአማáˆáŠ› ቋንቋ አንብቦ የመረዳት ችሎታንና የማንበብ áŒáˆˆá‰¥á‰ƒá‰µ እáˆáŠá‰µáŠ• እንደሚያሻሽሠአመላáŠá‰·áˆá¢
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