A proposed program in teaching the Arabic language based on Driver’s model to confront intellectual terrorism and develop reading awareness and the trend towards collaborative reading among secondary school students.

Abstract

The current study aimed to measure the effectiveness of a proposed program in teaching the Arabic language based on the Driver model in confronting intellectual terrorism and developing reading awareness and the trend towards collaborative reading among secondary school students. The study sample consisted of thirty-five female students at Al-Shaarawi Secondary School for Girls, Al-Kharga Educational Administration, and to achieve the research objectives. A list was prepared to determine the manifestations of intellectual terrorism, a list to determine the dimensions of reading awareness, and to test the positions of intellectual terrorism appropriate to the study sample, a measure of reading awareness, a measure of the trend toward participatory reading, and a proposed program based on the Driver model. The tools were applied preliminarily and taught using the proposed program. Then, it was applied post-hoc to reach the results. The study found that there was a statistically significant difference between the average scores of the experimental group in the pre- and post-applications of testing the attitudes of intellectual terrorism in favor of the post-application, and there was a statistically significant difference between the average scores of the experimental group in the pre- and post-applications of the awareness scale. reading in favor of the post-application, and the presence of a statistically significant difference between the average scores of the experimental group in the pre- and post-applications of the measure of attitude towards collaborative reading in favor of the post-application.