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Abstract Education in secondary schools has an important role to prepare an open-minded citizen who has creative and critical thinking abilities. Therefore,Education is responsible for providing society with a generation which is able to take part in solving the problems of the society and its development. The quality of any education requires the efficiency of its outputs.This is why setting the outcomes needed from a specific program helps improve the quality of education.As for reading & writing,they are very important in the context of language teaching and use. The more reading & writing are developed, the more systematic the individual’s overall use of language. Consequently, assessing ILOs in reading & writing using standards provides the evidence needed to form judgments in relation to the standards and helps teachers to reflect on their own practice and its impact on each learner. In addition to that, attitudes are largely responsible for the intensity of students’ responses in the classroom and are both predictors of, and contributors towards students’ achievement in language learning.In light of that, this study focused on the following a. Evaluating the different performance levels of ILOs in reading & writing of SSGs of three types of schools (governmental schools, governmental language schools,and private language schools) in light of the standards of NAQAAE. b. Evaluating the different performance levels of ILOs in reading & writing of SSGs of accredited and non-accredited schools. c. Investigating the attitudes of SSGs towardsreading & writing of three types of schools (governmental schools, governmental language schools, andprivate language schools) 5.1.1.Instruments: To evaluate the learning Outcomes in English Language in reading & writing in light of standards of NAQAAE and to test the research hypotheses, the researcher used the following instruments: 1. A Reading & Writing performance test to measure the participants’ levels performance in reading & writing. 2. A questionnaire to collect data concerning the students’ Attitudes towards reading & writing in English language. 5.1.2. Sample: 1. 450 secondary stage graduate students (N=450) from the three governorates (Cairo, N=150 ,Sohag, N=150 and Suez, N=150).2. Three types of schools (governmental schools, governmental language schools and private language schools) |