Browsing by Author "Sabrina Baghzou"

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    Algerian EFL Secondary School Students’ Attitudes towards Using Group Investigation Cooperative Learning Model for Teaching English School Projects
    (Arab World English Journal, 2022) Sabrina Baghzou
    Abstract To help secondary school learners overcome the difficulties they encounter when working on their English school projects, we have used one of the cooperative learning techniques Group Investigation (GI), based on the Sharan and Sharan (1992) Model. After applying the model, we wanted to determine the students' attitudes towards project work and the new teaching method. Thus, this research study aimed to measure the effect of the Group Investigation technique on the students' attitudes towards English projects in general and Group investigation in particular. We hypothesize that the GI model will positively affect the students’ attitudes and motivation towards their school English projects. To reach the aim of this descriptive quantitative study, we developed a four-section attitude scale, and the current situation is described by analyzing the data obtained from the applied scale. The study's sample is a focus group of 21 students studying at Elhachemi Bouzidi Secondary School in Khenchela, Algeria. The research data were collected, coded, and analyzed using the statistical package for social sciences (SPSS 24.0 Packet program). The researcher also used Cronbach's Alpha to measure the scale's reliability. The research findings reveal that the applied model positively influenced the students' attitudes, project performances, motivation, target language use, and cooperation.
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    Exploring the Effect of Students’ Gender on Algerian EFL Secondary School Teachers’ Perceptions and Classroom Practices: the Case of Secondary School Teachers at Oum El-Bouaghi
    (Academic Review of social and human studies, 2020) Sabrina Baghzou
    Abstract Gender is the product of biology, society and culture. Therefore, it is not a mere statistical variable. The gender of students is said to cause teachers to hold biased perceptions which would lead them to behave in accordance to their beliefs. Thus, it is crucial that teachers should be more aware of gender biases and work to break them. By the same token, there is little to no literature on this subject regarding the Algerian context. This paper aims to unravel the way teachers perceive gender and whether or not their perceptions are reflected in their classroom practices. In pursuance of this aim, a mixed methodology was used. First, a questionnaire was administered to 25 educators teaching at different secondary schools in Oum El Bouaghi. Second, a classroom observation took place. Findings revealed that most teachers perceived gender as an important social variable. In addition to that, most teachers were unaware that they held any gender biased perceptions although the results have shown that they do. Further, the classroom observation revealed that perceptions were reflected on classroom practices. This calls for the importance and the need for further research on this subject. ملخص الجندرة هي نتيجة لتلاحم الجنس كتكوين بيولوجي مع المجتمع والثقافة. لذلك فالجندر ليس مجرد متغير إحصائي. جندر التلاميذ يؤثر على تصورات الاساتذة و ممارساتهم في القسم. لكن بالرغم من اهمية الموضوع لا يتم اعارته أي اهتمام في مجال التعليم في السياق الجزائري. بناءً على ذلك من المهم استكشاف تصور الاساتذة حول الجندر كعامل اجتماعي و ما إذا كان تصورهم ينعكس على نشاطاتهم و ممارساتهم التعليمية في القسم. يهدف هذا المقال إلى دراسة مدى تأثير الجندر كنوع جنسي و اجتماعي للتلاميذ على آراء ونشاطات اساتذة اللغة الانجليزية في الطور الثانوي في مدينة ام البواقي. لتحقيق هذا الهدف تم استخدام منهجية متنوعة تشمل أساليب نوعية و كمية. أولاً ،تم توزيع استبيان على 25 استاذا في ثانويات مختلفة بمدينة أم البواقي ولاية أم البواقي. بعد ذلك تمت عملية الملاحظة الصفية للأساتذة الذين أجابوا على الاستبيان. كشفت النتائج أن معظم الأساتذة ينظرون إلى الجندر على أنه عامل اجتماعي مهم. لكن بالرغم من هذا فقد اثبتت النتائج انهم متحيزون جندريا في تصوراتهم كما كشفت ملاحظة الاقسام أن تصورات الأساتذة انعكست على ممارساتهم في الأقسام. بناءا على هاته النتائج وجب تقديم الاهتمام البيداغوجي اللازم وتشجيع البحث العلمي في الموضوع.