The research aimed to identify the effect of using generative learning in developing levels of depth of knowledge of rhetorical concepts among second-year secondary school students. The research followed the experimental method, and the research experiment was applied according to an experimental design with two equal groups; The control group, which numbered (31) students, and the experimental group, which numbered (31) students from the second year of secondary school. The research materials were determined in analyzing the content of the second-grade curriculum, the second semester, a student booklet, and a teacher’s guide, formulated according to the stages of generative learning. The measurement tool was to test the depth of knowledge of rhetorical concepts, and the results of the research indicated the effect of generative learning in developing levels of depth of knowledge of rhetorical concepts among second-year secondary school students. In light of this, a set of recommendations and proposed research was developed.
. Ahmed Ali, A. (2023). The effect of using generative learning in developing levels of depth of knowledge of rhetorical concepts among secondary school students. Journal of Research in Education and Psychology, 38(4), 45-132. doi: 10.21608/mathj.2023.239708.1385
MLA
Abeer . Ahmed Ali. "The effect of using generative learning in developing levels of depth of knowledge of rhetorical concepts among secondary school students". Journal of Research in Education and Psychology, 38, 4, 2023, 45-132. doi: 10.21608/mathj.2023.239708.1385
HARVARD
. Ahmed Ali, A. (2023). 'The effect of using generative learning in developing levels of depth of knowledge of rhetorical concepts among secondary school students', Journal of Research in Education and Psychology, 38(4), pp. 45-132. doi: 10.21608/mathj.2023.239708.1385
VANCOUVER
. Ahmed Ali, A. The effect of using generative learning in developing levels of depth of knowledge of rhetorical concepts among secondary school students. Journal of Research in Education and Psychology, 2023; 38(4): 45-132. doi: 10.21608/mathj.2023.239708.1385
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