أثر استخدام استراتيجية مثلّث الاستماع في تحسين مهارات الاستماع لدى طلاب الصَّفّ الثالث الأساسيّ في الأردن

Hmoud Muhammad  Olimat; Amal Jaber  Mohammad

doi:10.35516/edu.v50i4.3681

Authors

Hmoud Muhammad Olimat Department of Curricula and Instruction, Faculty of Educational Sciences, Al al-Bayt University, Jordan https://orcid.org/0009-0006-3713-2228
Amal Jaber Mohammad Saad bin Moaz Elementary School for Boys, Jordanian Ministry of Education, Jordan https://orcid.org/0009-0006-7754-5318

DOI:

https://doi.org/10.35516/edu.v50i4.3681

Keywords:

The listening triangle strategy, Listening skills, third-grade students

Abstract

Objectives: This study aims to identify the effect of using the listening triangle strategy on improving listening skills among third-grade students in Jordan.

Methods: The study adopted the experimental approach in its semi-experimental design. The study sample consisted of (60) students from the third grade studying at Saad bin Moath Primary School for Boys, which is affiliated with Marka District Education Directorate. The students were chosen using the available method, and they were randomly distributed into two groups. The first is the experimental group which consisted of (30) students who studied using the listening triangle strategy, and the second group is the control group which consisted of (30) students who studied in the traditional way. To achieve the objectives of the study, the researchers prepared a validated and verified test in listening skills, consisting of (30) items of multiple-choice type, whose credibility and consistency have been verified.

Results: The results of the study showed a statistically significant effect (α= 0.05), in favor of the experimental group that studied using the listening triangle strategy, with a mean of (25.47) and a standard deviation of (4.48), while the mean for the control group was (20.60), and the standard deviation was (7.36).

Conclusion: The study concluded that teaching listening skills using the listening triangle strategy is important, and more classes should be devoted to teaching listening skills in public education.

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