The Effect of Osborn’s Model on Developing Students’ Rhetoric Concepts

This study examines the effect of teaching a school rhetoric unit employing Osborn's (1963) model. The study sample consisted of 70 Jordanian eleventh-grade students, with 35 in the experimental group and 35 in the control group. Two instruments were used to collect data: a scale designed accor...

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Vydáno v:Journal of language teaching and research Ročník 15; číslo 4; s. 1072 - 1082
Hlavní autoři: Harara, Nour Mohammad, Amarneh, Emad Farouq, Hammouri, Raid N. Al, Rababah, Mahmoud Ali, Rababah, Luqman, El-Omari, Abdallah Hussein
Médium: Journal Article
Jazyk:angličtina
Vydáno: London Academy Publication Co., LTD 01.07.2024
Academy Publication Co., Ltd
Témata:
Academic achievement
Achievement tests
Brainstorming
Classes
Concepts
Conceptual development
Creativity
Data collection
Education, Secondary
Groups
Language
Learning
Learning outcomes
Literary criticism
Methods
Problem solving
Rhetoric
Schools
Secondary school students
Semantics
Skills
Statistics
Students
Study and teaching
Teaching
Teaching methods
Jordan
Jordan (country)
ISSN:1798-4769, 2053-0684
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Shrnutí:This study examines the effect of teaching a school rhetoric unit employing Osborn's (1963) model. The study sample consisted of 70 Jordanian eleventh-grade students, with 35 in the experimental group and 35 in the control group. Two instruments were used to collect data: a scale designed according to Osborn's model and an achievement test. The school unit of rhetorical concept development was applied to six classes over six weeks in the experimental group, while the control group was taught using the standard method. The findings showed statistically significant differences in favour of the experimental group, with means of 76.66 and 66.15, respectively. The t-test value was 13.02, statistically significant at a significance level 0.01. The impact percentage was calculated at 92%, indicating a statistically significant result according to the Karl formula. Therefore, this percentage is a positive indicator of the effectiveness of using the Osborn model for the conceptual development of the experimental group of students. Based on the findings, the study recommends using this model for teaching rhetoric and literary criticism in other school classes.
Bibliografie:ObjectType-Article-1
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ISSN:1798-4769
2053-0684
DOI:10.17507/jltr.1504.05