Browsing by Author "Bader, Faiza"
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Item Problem based learning in the algerian secondary school textbooks "at the crossroads"(Larbi Ben M’hidi University-Oum El Bouaghi, 2021) Bourennane, Rahma; Ferhaoui, Rahma; Bader, FaizaTextbooks are chief tools in EFL classes; they influence what teachers teach and how learners learn. The importance attributed to those textbooks renders their selection an important act and their evaluation even more of an important concern. Textbook evaluation makes the foreground for improvement in the EFL teaching/ learning context. The present research attempts to investigate the reflection of Problem-based Learning (PBL) in the Algerian third year secondary school suggested projects (scientific stream). In this study it is hypothesized that PBL is not reflected in the secondary school projects. Qualitative data are compiled via a self-constructed checklist used to verify the validity of the stated hypothesis. Findings refuted the aforementioned hypothesis, and proved that PBL is reflected in the Algerian third year scientific stream projectsItem The Negative impact of stress during exams on the academic performance of algerian third year secondary school learners(Université Oum El Bouaghi, 2021) Azzouz, Racha; Bahi, Safa; Bader, FaizaStudents preparing for exams live a tremendous pressure and fear of failure. Whether they work hard or not, they are prepared or not, they remain stressful and can never guarantee success. The present research work is an attempt that strives to determine the impact of a major psychological problem, namely stress, Algerian third year secondary school students face during their final year exam; the baccalaureate. It is hypothesized that stress has a negative impact on Algerian third year secondary school learners' academic performance. The validity of the aforementioned hypothesis was tested through a questionnaire that helped compile quantitative data from Algerian third year secondary school learners. The research findings revealed that stress impacted negatively our sample's academic performance, which confirmed our hypothesis.