The level of written performance of the third intermediate grade students in light of the standard levels

Abstract

The study aimed to find out the level of written performance of the third intermediate grade students in light of the standard levels. To achieve this, the researcher followed the descriptive approach, and designed a writing skills assessment card, a list of analytical assessment rules in light of the standard levels of writing and its indicators, and a test to measure writing skills. The study sample consisted of (121) female students in the third intermediate grade in Taif for the second semester of the academic year (1441-1442) AH. The data was treated using arithmetic means, standard deviations, percentages, weighted averages, t-test for one group. The study resulted in a list of writing skills that include six main skills, and under each skill a number of sub-skills were included, totaling (23) skills. The study also revealed that the level of ability of third-grade students in the standard written performance levels was weak for all levels. The general average of the combined written performance levels was also (1.32) which indicates a low level of performance as well. The percentage of mastery ranged between (41.7-50%) and the first level (the safety of writing rules and mechanisms) came in the first order with a percentage of (50%). While the level (starting in writing with appropriate fluency) came in the last rank with (41.7%) Significant differences were found between the actual and hypothetical averages of all levels and the total score, in the direction of the hypothetical average, which means that the level of female students is lower than the average in the levels and in the written performance as a whole. In light of the research findings, a set of recommendations were presented, including: Adopting the list of appropriate writing skills for third-grade students as a basis for developing training programs to develop the level of students in writing skills Reviewing and developing the main frameworks for the Arabic language curriculum in light of the standard levels of the curriculum in general and of language arts in particular in a more general way. Training Arabic language teachers on strategies for developing writing skills so that they can develop them among their students.