الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction :
International current trends in curriculum planning pinpoint that a curriculum should have a social role related to the life experiences and environment in which learners live. It should also provide learners with the basic skills that enable them to interact with their environment.
Therefore, the developed countries aim to help their learners acquire many life skills that make them more able to interact with daily life with all its pros and cons. This is related to developing the curricula in which information is functional.
Many studies attempted to classify life skills. These classifications differed from one culture to another. However, some of these skills, that can be developed inside the classroom, are: organization, problem solving, integration, flexibility, persistence, taking responsibility, co-operation, self-recognition
and acquiring knowledge.
Besides, WHO repeated life skills as follows : decision-taking, critical thinking, creative thinking, active communication, personal relations, stress confrontation, ... etc.
Many programs and curricula were prepared to develop different life skills. Teachers’ guides were also developed to explain the procedures for teaching these skills. All of these studies prepared separate curricula; others integrate life skills in the regular curricula such as Kraft (1990).
Studies conducted in the Arab countries such as Mohamed (1995), Aboul-Fetouh and Salah (1999), Ahmed (2000) and Alhamady (2000) revealed that students lack life skills and that systematic teaching of these skills positively affects achievement.
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However, there is not a study - to the best of the researcher’s knowledge- that attempted to identify the life skills suitable to the students at the preparatory stage. Also, there is not a study that attempted to integrate these skills in the curricula of social studies.
Problem of the Study:
The problem of the study is represented in the lack of the current curricula of social studies to provide the life skills at the preparatory stage. To face such a problem, the study attempted to answer the following question :
”How can the social studies curricula at the preparatory stage be developed in the light of life skills suitable to students at this stage?”
This question is divided into the following sub-questions:
1-What are the life skills that should be included in the social studies curricula at the preparatory stage?
2-To what extent do the current social studies curricula include these skills?
3-What is the suggested framework that integrates these skills in the current social studies curricula?
4-What is the effectiveness of two units selected from the suggested
framework in achieving its intended objectives?
Scope of the Study:
The present study was limited itself to :
1-Some life skills that can be developed through social studies curricula and suitable for students at the preparatory stage.
2-Evaluating the social studies curricula at three levels: objectives, content and activities.
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Summary of the Study
3- Applying two units from the suggested framework.
Procedures of the study:
The following procedures have been followed to answer the questions of the study.
The first procedure:
The first procedure was related to identifying the life skills that can be developed through the social studies curricula and that are suitable for students at the preparatory stage. This was fulfilled in the light of the following procedures:
1- Reviewing the previous literature and studies that had been made on the field of life skills.
Reviewing these studies and researches had been used to provide the present study with a set of principles and limitations which in turn were useful in gathering data of the study and formulating its hypotheses as well. These hypotheses were represented in the following section:
a-The objectives of the social studies curricula at the preparatory stage do not sufficiently reflect the life skills required.
b-The content of the social studies curricula at the preparatory stage does not sufficiently reflect the life skills required.
c-The activities included in the social studies books belonging to the preparatory stage do not sufficiently reflect the life skills
required.
b tween students’
pre-post life skills test in favour of the significant differences between students’ pre-post life skills checklist in favour of
d-There are statistically mean scores on the post application.
e-There are statistically mean scores on the the post application.
significant differences be
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Summary of the Study
f-The size effect of the suggested curriculum in developing the life skills among students of the study reaches (0.8) as measured by the formula of (ri2).
g-The effectiveness of the suggested curriculum in developing
the life skills among students of the study reaches (1.2) as
measured by the formula of Blake’s Adjusted Gain Ratio.
In this procedure, the nature of life skills, their classification, their teaching strategies, the nature and needs of prep-stage
students, and the nature of social study curricula were examined and studied.
Following these procedures, a list of the life skills, that can be was integrated in the curricula of the social studies and that suit students at the preparatory stage was identified. The list was submitted to a jury to verify its validity.
The final list of the life skills was formulated, including the following skills:
I-. Decision making.
2-Relating reasons with results.
3-Sound planning.
4-Conversation.
5-Negotiation.
6-Work in a group.
7-Making friends.
8-Positive treatment towards environment.
9-Securing life.
10-Economic skills and consumptive behavior.
11-Dealing with technology.
12-Searching and specifying information sources.
Summary of the Study
13-Preparing reports.
14-Using maps in everyday life.
15-Determining positions in life situations.
16-Determining direction in life situations.
17-Measuring distance in life situations.
18-Determining time in life situations.
Under the previous skills, there are 214 sub-skills included. The second procedure:
Through this procedure, the current social studies at the preparatory stage was evaluated based on the life skills identified previously. This could be accomplished through:
1- A list of standards was prepared to determine the bases that should be considered in preparing the social studies curricula. These standards were submitted to a jury to verify its validity. Modifying the standards based on the jury’s opinions, the final form of the standards included 18 at the
n cmponents under which there are 231 items. Therefore, the standards become applicable.
2- The goals, content and activities of the current social studies curricula at the preparatory stage were evaluated based on the previous standards.
The third procedure:
The suggested framework of the social studies curricula was prepared in the light of some of the life skills that suit the preparatory stage students. The framework included the bases upon which it is constructed, the theoretical framework, the goals, the content, the suitable teaching strategies, the teaching aids and the educational sources, the activities and the evaluation
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Summary of the Study
techniques. Thereafter, the framework was submitted to a jury to be revised, adjusted and put in its final form.
The fourth procedure:
The effectiveness of the proposed framework was measured through preparing two units from the second preparatory grade. This was done as follows :
1-Identifying the goals of the two units.
2-Formulating and organizing the content of the two units.
3-Identifying the teaching strategies, the teaching aids and the activities used in teaching the two units.
4-Preparing the teacher’s guide for the two units. These two units and the teacher’s guide were submitted to a jury to revise, adjust and place them in their final form.
The fifth procedure:
The study tools have been prepared. These were represented
in:
1-The situations test of the life skills included in the two units.
2-The checklist for observing the performance of the stud
group while using the life skills included in the two units. y
These tools were submitted to a jury to revise, adjust and place them in their final form.
The sixth procedure:
In it, the two units have been applied through:
* Selecting the study group.
* Applying the situations test and the checklist on the study grou before teaching the two units. p * Teaching the two units for the study group.
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* Applying the situations test and the checklist on the study group after teaching the two units.
The seventh Procedure:
The results of the study have been tabulated, statistically manipulated and interpreted.
Results of the study:
The important results of this study can be shown as followed :
The First dimension:
This dimension is related to the results concerning the
evaluation of the social studies curricula based on the standards of the life skills.
Results can be shown as follow:
1-The goals of the social studies curricula at the preparatory stage did not sufficiently reflect life skills. These skills were represented in the aims of the first preparatory grade in about (35%) compared with the total percentage of the goals. In the second preparatory grade, the percentage has reached (37.5%), while in the third preparatory grade this percentage has reached (33.3%) out of the total percentage of the whole goals. All these percentage are weak as they are less than the average.
Based on this, the first hypothesis has been validated and accepted.
2-The content of the social studies curricula at the preparatory stage did not sufficiently reflect the life skills. In the content of the first preparatory grade, the percentage of the skills was about (25.92%). In the content of the second preparatory grade, it reached about (31.62%), while in the content of the third preparatory grade reached about (28.2%). All these percentages
Summary of the Study
were weak as they were less than the average. Therefore, the second hypothesis has been validated and accepted.
3-The activities of the social studies curricula at the preparatory stage did not sufficiently reflect life skills. In the activities included in the first preparatory grade book, the percentage of the skills was about (11.30%). In the second preparatory grade, this percentage was about (10%), whereas it reached about (4.3%) in the third preparatory grade. All these percentages were weak as they were less than the average. Therefore, the third hypothesis has been validated and accepted.
The second dimension:
This dimension is related to the statistical hypotheses. This can be shown in the following results:
A-Concerning the application of the situation test, the results indicated that:
There were significant statistical differences between the
students’ mean scores in the pre-post situation test of the life skills
in favor of the post application. This can be shown through :
1-There were significant statistical differences at the level (0.05) between the students’ mean scores in the pre-post situation test concerning the skill of positive treatment of environment in favor of the post application. In the pre-application, their mean score was (18.5) while in the post measurement the mean score was (53.3). the calculated ”T” reached (30.56) that is higher than the tabulated ”T” (2.36).
2-There were significant statistical differences at the level (0.05) between the students’ mean scores in the pre-post situation test concerning the skill of working in groups in favor of the post application. In the pre-application, their mean score was (15.75) while in the post measurement the mean score was
Summary of the Study
(39.91). the calculated ”T” reached (20.68) that is higher than the tabulated ”T” (2.036).
3-There were significant statistical differences at the level (0.05) between the students’ mean scores in the pre-post situation test concerning the skill of making decision in favor of the post application. In the pre-application, their mean score was (8.1) while in the post measurement the mean score was (24). the
calculated ”T” reached (15.6) that is higher than the tabulated ”T” (2.036).
4-There were significant statistical differences at the level (0.05)
between the students’ mean scores in the pre-post situation test concerning the skill of conversation in favor of the post application. In the pre-application, their mean score was (12) while in the post measurement the mean score was (33.71). the calculated ”T” reached (20.97) that is higher than the tabulated ”T” (2.036).
5-There were significant statistical differences at the level (0.05) between the students’ mean scores in the pre-post situation test concerning the skill of sound planning in favor of the post
application. In the pre-application, their mean score was (7.39) while in the post measurement the mean score was (21.82). the
calculated ”T” reached (34.8) that is higher than the tabulated ”T” (2.036).
based on all these results, the fourth hypothesis has been validated and accepted.
B- concerning the application of the checklist: The results indicated that :
There were significant statistical differences between the students’ mean scores in the pre-post checklist of the life skills in favor of the post application. This can be shown through :
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Summary of the Study
1-There were significant statistical differences at the level (0.05) between the students’ mean scores in the pre-post checklist concerning the skill of positive treatment of environment in favor of the post application. In the pre-application, their mean score was (17.58) while in the post measurement the mean score was (45.42). the calculated ”T” reached (27.4) that is higher than the tabulated ”T” (2.036).
2-There were significant statistical differences at the level (0.05) between the students’ mean scores in the pre-post checklist concerning the skill of working in groups in favor of the post application. In the pre-application, their mean score was (9.9) while in the post measurement the mean score was (28.34). the calculated ”T” reached (19.5) that is higher than the tabulated ”T” (2.036).
3-There were significant statistical differences at the level (0.05) between the students’ mean scores in the pre-post checklist concerning the skill of making decision in favor of the post application. In the pre-application, their mean score was (6.3) while in the post measurement the mean score was (18.30). the calculated ”T” reached (15.9) that is higher than the tabulated ”T” (2.036).
4-There were significant statistical differences at the level (0.05) between the students’ mean scores in the pre-post checklist concerning the skill of conversation in favor of the post application. In the pre-application, their mean score was (17) while in the post measurement the mean score was (46.3). the calculated -T” reached (32.3) that is higher than the tabulated ”T” (2.036).
5-There were significant statistical differences at the level (0.05) between the students’ mean scores in the pre-post situation test
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concerning the skill of sound planning in favor of the post application. In the pre-application, their mean score was (6.8) while in the post measurement the mean score was (19.1). the calculated ”T” reached (14.75) that is higher than the tabulated ”T” (2.036).
based on all these results, the fifth hypothesis has been validated and accepted.
C-Concerning the effectiveness of the suggested curriculum : Results indicated that :
1-The size effect of the independent variable, Teaching the two units, on the depended variable, the life skills, was great as exhibited in the situations test and the checklist. This provided evidence on the effectiveness of the two units and, in turn, of the developed curriculum in developing the life skills. Therefore, the sixth hypothesis has been validated and accepted.
2-The adjusted gain ratio has reached (6.74) in the situations test while it reached (7.4) in the checklist. This ratio exceeded the ratio identified by Blake (6). This indicated that the two units, and in turn the suggested curriculum, were effective in developing the five life skills. Therefore, the seventh hypothesis has been validated and accepted.