The effectiveness of the constructivist learning strategy in developing the morphological skills of secondary school students in the capital Sana’a

Abstract

The research aimed to recognize the effectiveness of the constructivist learning strategy in developing the morphological skills of secondary school students in the capital, Sana'a, based on the descriptive approach, the experimental approach, and the design of the experimental and control groups in the previous and subsequent measurements. To achieve the objectives of the research, a list of morphological skills was prepared from the second part of the book (Grammar and Morphology) for first grade secondary students in the second semester of the academic year 2021-2022 AD. The research was limited to an intended sample of high school students from two government schools for students in the capital, Sana'a, consisting of (60) students, divided equally into two groups: an experimental group that studied morphological skills using the constructivist learning strategy, and a control group that studied the same skills in the traditional way. The study reached several results, the most important of which is the presence of statistically significant differences at the significance level (0.05) between the averages of the experimental group and the averages of the control group in the post application of the morphological skills test in favor of the experimental group. This difference is attributed to the constructivist learning strategy, where the effect size was (0.806). The research recommended several recommendations, the most important of which is that the Arabic language teacher should make use of the constructivist learning strategy in teaching morphological skills to first grade secondary students. The research suggested some complementary studies, the most important of which is conducting a similar broad study on the first secondary grade that includes new variables such as: gender, educational region (or governorate), previous level of achievement, years of experience for the teacher, the teacher. Qualification, the tendency to learn grammar.