Muhareb Theeb PDF |
| Lutfi Hassan Mohammad Marshoud |
| Supervisor(s) |
| Dr. Ehsan Al-Deek - |
| Discussion Commity |
| 300 صفحة |
| Abstract : |
Abstract The study attempts to shed some light on the Palestinian folkloric poetry which is currently being considered as one of the pillars of the Palestinian resistance. It aims at deepening the nation's roots in the homeland of our ancestors and reemphasizing our link with national heritage which our enemies try their best to obliterate and distort. In fact, the study touches a topic of deep concern to the Palestinian people. This concern has always been felt by the poet Muhareb Theeb who has used his tongue and the string of his rababah to chant purely Palestinian tunes in the homeland, exile and Diaspora. Therefore, writing down this verbal heritage is a national responsibility that must be taken by individuals, groups and establishments. The present study is introduced to fill in a gap and root one of the adobes of our folkloric heritage. Despite his popularity and productivity, Muhareb Theeb's works have not yet been studied or even documented by any researcher. Basically, the study attempts to highlight Muhareb Theeb's role in promoting the Palestinian folkloric literature through answering the following questions: · What's Muhareb Theeb's rank? What is his position? · To what extent is his rank consistent with his position? · |
Thursday, February 4, 2010
Muhareb Theeb
Effect of Imaginative Teaching on Achievement and Retention of Math Information for Grade Nine Students at UNRWA Schools in Nablus Area.
Effect of Imaginative Teaching on Achievement and Retention of Math Information for Grade Nine Students at UNRWA Schools in Nablus Area. PDF |
| Khaled Hasan Moh’d Al Arjah |
| Supervisor(s) |
| Dr. Salaheddeen Yassin - |
| Discussion Commity |
| 103 صفحة |
| Abstract : |
The purpose of this study is to search for the effect of imaginative learning as a teaching method on assessment in Mathematics, keeping mathematical information, recognizing genre’s effect, parents’ educational level, and type of school in assessment and retention of mathematical information. The study tries to answer the following questions: 1. Are there any statistical differences within the concept (0.05 ≥a) in ninth grade students’ assessment in Mathematics due to the traditional imaginative method? 2. Are there any statistical methods within the concept (0.05≥a) in ninth grade students’ assessment in Mathematics due to genre variable? 3. Are there any statistical differences within the concept (0.05≥a) in ninth grade students’ assessment in Mathematics due to parents’ education level? 4. Are there any statistical differences within the concept (0.05≥a) in ninth grade students’ assessment in Mathematics due to school environment, i.e. males, females, coeducation? 5. Are there any statistical differences within the concept (0.05≥a) in the current and delayed assessment of ninth grade students’ assessment in Mathematics? Data were analyzed by using multiple variable analysis and pairs testing to examine the study’s hypotheses. The results were as follows: 1. There are statistical differences within the concept (0.05≥a) between the two pairs average marks: trial (imaginative) and controlled (traditional) in the assessment test in favor of the trial group (imaginative). 2. There are statistical differences within the concept (0.05≥a) between average marks of the case study in assessment test in regard with school environment variable (males, females, coeducation). This hypotheses has the following results: · There are statistical differences within the concept (0.05≥a) among the average marks of the case study in the assessment test between male schools which have an average of (66.1) and coeducational schools which have the average (52.2), all in favor of male schools. · There are statistical differences within the concept (0.05≥a) among the average marks of the case study in the assessment test between female schools which have an average of (62.5) and coeducational schools which have the average (52.2), all in favor of female schools. |
Professional Difficulties Facing Secondary School English Language Teachers And It's Effect in Classroom Performance in Northern Governorates of Pales
Professional Difficulties Facing Secondary School English Language Teachers And It's Effect in Classroom Performance in Northern Governorates of Palestine PDF |
| Mahmoud Shawket Mahmoud Ahmad |
| Supervisor(s) |
| Dr. Fawaz Aqel - |
| Discussion Commity |
| 1. Dr. Fawaz Aqel, Chairman 2. Dr. Awad Keshta, External Member 3. Dr. Suzanne Arafat, Internal Member 4. Dr. Abdel Raheem Barham, Internal Member |
| 124 صفحة |
| Abstract : |
The present study attempted to investigate the professional difficulties facing secondary school English language teachers in Northern Governorates of Palestine. It also aimed at answering the following questions: 1. What are the professional difficulties facing secondary school English language teacher and thier effect in classroom performance in the northern governorates of Palestine? 2. Are there any differences related to the effect of gender on teachers’ professional difficulties? 3. Are there any differences related to the effect of academic qualification on teachers’ professional difficulties? 4. Are there any differences related to the effect of years of teaching experience on teachers’ professional difficulties? 5. Are there any differences related to the effect of place of work on teachers’ professional difficulties? 6. Are there any differences related to the effect of number of in-service training courses on teachers’ professional difficulties? The population of the study consisted of all English language teachers in the Northern Governorates of Palestine (1132) teachers in the scholastic year 2003-2004. The sample of the study was 25.6% from the whole population, which was chosen randomly. The researcher used means, standard deviations, percentage, T-value, P-significant and post-hoc (LSD) in order to answer and test the above-mentioned questions at ( level of significant. The findings of the study were: 1. Most of secondary school English language teachers in the Northern Governotates of Palestine suffered a great professional difficulties in all study domains. 2. There were no statistically significant differences at in professional difficulties facing secondary school English teachers between male and female teachers in the following domains:B,D,F,G,H. While there were a clear statistically significant differences in the following domains:A,C,E. 3. There were clear significant differences at in professional difficulties facing secondary school English teachers due to academic qualification in the following domains:A,B,D,E,G,H. While there were no significant differences in the following domains:C,F,I. 4. There were significant difference at in professional difficulties facing secondary school English teachers due to years of teaching experience in the following domains:D,E,I . While there were no significant difference in the following domains: A,B,C,F,G,H . 5. There were significant differences at in professional difficulties due to place of work in the following domains:C,F,H . While there were no statistically significant difference in the following domains:A,B,D,E,G,I . 6. There were significant differences at in professional difficulties due to number of in-service training courses in all study domains. On the basis of the results of the study, the researcher recommended that teachers should be provided with adequate working conditions, salary, health benefits, professional development, specialized in-service training course and with respectable job security as well as special facility-related equipment .Teachers also should show moral incentives to help them in improving themselves for the benefit of learning-teaching process in Palestine under the bad condition made by Israeli occupation as best as they can. |
The Effect of Using Pragmatic Competence Test on the Ninth Graders’ Proficiency of the Major Four Skills in Nablus City
The Effect of Using Pragmatic Competence Test on the Ninth Graders’ Proficiency of the Major Four Skills in Nablus City PDF |
| Wafa Omar Mahmoud Maraheel |
| Supervisor(s) |
| Dr. Fwaz Aqel - |
| Discussion Commity |
| 1.Dr. Fawaz Aqel, Chairman 2. Dr. Awad Keshita, External Member 3. Dr. Suzanne Arafat, Internal Member 4. Dr. Abdel Raheem Barham, Internal Member |
| 192 صفحة |
| Abstract : |
This study investigated the effect of training ninth graders on Pragmatic Competence activities: linguistic competence (knowledge of form), sociolinguistic competence (ability to use language appropriately in different contexts) and discourse competence (cohesion and coherence). The study attempted to address the following questions: 1- Is there any significant difference at (α =0.05) in the effect of using English pragmatic competence test on the students’ proficiency, regarding the four language skills, due to teaching method variable? 2- Is there any significant difference at (α =0.05) in the effect of using English pragmatic competence test on the students’ proficiency, regarding the four language skills, due to gender, teaching method and the interaction between gender and teaching method variables? The population of the study consisted of all male and female ninth grade students at the public schools in Nablus City in the first semester of the scholastic year 2003-2004. The sample of the study consisted of 393 ninth grade students (198 males and 195 females). For data collection, the researcher developed an instrument: General Pragmatic Competence Test (GPCT). It was administered to assess the general language proficiency of the students as well as their reading comprehension, writing, speaking and listening. Test validity and reliability were confirmed by a group of experts. The correlation coefficient of the test was 0.86, which was considered statistically acceptable to carry out this study. The data was collected, coded out and analysed by using Independent T-Test, Two-Way ANOVA and Paired T-Test to answer the questions of the study. The training program comprised 10 sessions, which aimed at training the experimental group. On the other hand, the control group was taught the same material but did not receive any training. After 10 sessions of training, means of the pre- and post- tests for the two groups were calculated. A t-test was conducted at the level of significance (α =0.05). On the basis of the results, one can infer that: (1) the students’ ability improved significantly than that of the control group which remained the same; and (2) pragmatic competence use WAS the only strategy correlateD with four skills. Findings of the study a) There were no satistically significant differences at α =0.05 in the improvement of the ninth grade students which might be attributed to gender. b) There were statistically significant differences at α =0.05 in the improvement of the ninth grade students which might be attributed to the use of pragmatic competence activities. c) There were considerable significant differences at α =0.05 in the improvement of the ninth grade students which might be attributed to interaction between the gender and the teaching method. d) There were significant differences at α =0.05 in the improvement of the ninth grade studentswhich might be attributed to the use of pragmatic competence activities on the four skills before and after the training program. Based on these findings, the researcher recommends that teachers give emphasis to the use of pragmatic competence activities. She also recommends that syllabus designers give more interest to pragmatic competence activities in the curriculum. It is also recommended that other researchers conduct other studies to investigate the relationship between teaching method and students’ achievement in English as a foreign language. In particular, research on the relationship between the teaching method and pragmatic competence and communicative skill abilities is still lacking in Palestinian settings. |
Delegation of Authority of UNRWA Basic Schools Principals in Palestinian's Northern Governorates from the Teacher's Point of View
Delegation of Authority of UNRWA Basic Schools Principals in Palestinian's Northern Governorates from the Teacher's Point of View PDF |
| Amjad Turki Wasef Thiab |
| Supervisor(s) |
| Dr.Wa'al Al Qadi - |
| Discussion Commity |
| 122 صفحة |
| Abstract : |
This study aimed at identifying the level of delegation of authority for UNRWA basic schools’ principals in Palestine’s northern Governorates from the teachers’ point of view.The study aims at answering the following questions: What is the level of delegation of authority for UNRW basic schools’ principals in Palestine’s northern Governorates from the teachers’ point of view? Are there statistically significant differences at a=0.05 among domains of UNRWA basic schools’ principals in Palestine’s northern Governorates from the teachers’ point of view? Do variables of sex, academic, qualification years of experience, number of school sections and governorate have an impact on determining the level of delegation of authority form UNRWA teachers point of level? To answer the aforementioned questions, the researcher chose a stratified random sample from UNRWA Basic Schools in Palestine’s northern Governorates. The subjects of study totaled (187) male and female teachers For data collection, the researcher used Dowicat (2000) questionnaire. A committee of referees evaluated the scale. Using cronbach alpha checked the reliability of the questionnaire. To make the statistical processing, the researcher used arithmetic means (average, percentages and T-test, Scedac, test for dimensional contrasts and one way analysis of variance). Findings: The delegation of authority level was revealed in the areas of technical, educational and social duties and the total degree was averaged. But the level of Delegation of authority in the social duties was high. There were there statistically significant differences at a=0.05 among domains of UNRWA schools’ principals in Palestine’s northern Governorates. 3- There were a statistically significant difference at a=0.05 in delegation of authority for UNRWA schools’ principals in Palestine’s northern governorate which may be attributed to sex variable in, favor of male teachers from the teachers point of view. There were no a statistically significant difference at a=0.05 in delegation of authority for UNRWA schools principals in Palestine’s northern governorate from the teachers point of view, which may be attributed to number of school sections duties in technical, educational and social domains. In contrast, there were statistically significant differences in the domain of administrative duties and total degree of delegation in favor of school with more than Section. There were no statistically significant differences at a=0.05 in delegation of authority for UNRWA Basic schools’ principals in Palestine’s northern governorate from the teachers point of view which may be attributed to teachers experience variable. There were no statistically significant differences in delegation of authority for UNRWA Basic schools’ principals in Palestine’s northern Governorates from the teacher’s point of view that may be attributed to teacher’s qualification variable. There were no statistically significant differences in delegation of authority for UNRWA Basic schools’ principals in Palestine’s northern Governorates from the teachers point of view which may be attributed to conversation in the social domain.In contrast, there were statistically signification differences in educational, administrative and technical domains and total degree of delegation. Recommendations: In the light of the study findings, the researcher has COM up with a set of recommendations: - Setting up training programmer and holding meeting for UNRWAS primary schools principals to implement delegation of authority concept. Conducting empirical studies on the subject of this study throughout Palestine. |
The Forms of the Aggressive Behavior to the Pupils in the Sixth Grade, in Nablus governorate
The Forms of the Aggressive Behavior to the Pupils in the Sixth Grade, in Nablus governorate PDF |
| Mujahed Hasan Mohamed Abu - Aid |
| Supervisor(s) |
| Dr. Ali Adel Shakaa - |
| Discussion Commity |
| 145 صفحة |
| Abstract : |
The aim of this study was to investigate aggressive behavior of people in sixth grade in basic school in Nablus government . the study conducted (717) for both sexes. (286) of them were female. (307) of male in the government school, and (60) student of female and (54) of male in the school belong to (UNRWA).
This study were used according to the measurment in (Ein Shames) university to measure the aggressvie behavior. Which prepared by Hafeth and Qasim in 1993. The importent of this study is that people in the basic sixth grade will transfair from childhood stage to more developed stage, in their life, if is adolescence stage. This stage require the attention of school and their families, and any one who has the authorty in Educational field for students at schools.
According to the result of the study the researcher recommended of the followings.
There are individual differences between the aggressive behavior, physical aggressive and verbal aggressive.
The explanation value to the physical aggressive was bigger than the explanation and it followed by the verbal aggressive and the negative aggressive. The environmental physical aggressive 51 verbal 74 negative verbal 91. But the size of the pupils had on aggressive are in the midst direction.
The results of the hypothesis showed the following: * There are no statistical indication in the form of the aggressive behavior physical verbal and normal aggressive while the differences were clear in the field of the negative aggressive and the whole forms of the aggressive behavior and the difference were clear to the males. * There are no differences in the forms of the aggressive behavior to the pupils in the sixth. Basic grade in Nablus. Goverment. the whole degree to the casual to the number of the families numbers. * There are no differences in the forms of the aggressive behavior to the pupils in the sixth. Basic grade in Nablus. Goverment. the whole degree to father and mother gob. * There are no differences in the forms of the aggressive behavior to the pupils in the sixth. Basic grade in Nablus. Goverment. the whole degree to the casual to the rebial normal. The degree is known frame the numbers of class , while the differences was clean in the aggressive behavior while it was positive for classes which had more than 35 pupils. * There are no differences in the forms of the aggressive behavior to the pupils in the sixth. Basic grade in Nablus. Goverment. and the degree refers to variation in the birth order. * There are no differences in the forms of the aggressive behavior to the pupils in the sixth. Basic grade in Nablus. Goverment. depended on the casual to the residents place while to the differences were clean in these fields physical aggressive, normal aggressive and the whole degree pupils frame the city population, camp population in the physical aggressive for the city population. Pupils from the city population, camp population in the normal behavior reflects positivly to people in a camp and the whole degree among students in camp and city is for pupils in the city. * There are no statistical indication in the forms of the aggressive and the whole degree to the pupils in the sixth grade in Nblus.gov. caused by the casual of the number of the rooms in the house.
Closier: 1.Making special learn of quid teacher and people for treatment with students . 2. Make studies, shows the important dialogue and discussion to introduce from level of aggressive with students. 3.Make experimental studies about how to treat with the aggressive for students at school. 4. Making clinical study to know if the forms from aggressive behavior which will cause some of physicological problems. 5. Making study the physicological quid in his dealing in the all aggressive behavior forms and to know the types of the conductor behavior at school to deal with every aggressive behavior. |
Planning and Rehabilitation of the Historical
Planning and Rehabilitation of the Historical PDF |
| Ismail Hassan Ibrahim Rabba |
| Supervisor(s) |
| Dr. Khaled Qemhieh - |
| Discussion Commity |
| 161 صفحة |
| Abstract : |