ملخص مناهج البحث العلمي كلية التربية جامعة القدس المفتوحة

1. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ١
‫اﻷوﻟﻰ‬ ‫اﻟﻮﺣﺪة‬
‫اﻟﻌﻠﻤﻲ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻣﻨﺎھﺞ‬
**‫ﻣﻨﺎھﺞ‬:‫ﻣﻌﯿﻦ‬ ‫ﻋﻤﻞ‬ ‫ﻓﻲ‬ ‫اﻹﻧﺴﺎن‬ ‫ﯾﺴﻠﻜﮭﺎ‬ ‫أو‬ ‫ﯾﺘﺒﻌﮭﺎ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻄﺮاﺋﻖ‬ ‫ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ‬.
**‫اﻟﻤﻨﮭﺎج‬/‫ﺗﻘﻠﯿﺪي‬:‫ﻣﻌﯿﻨﺔ‬ ‫دراﺳﯿﺔ‬ ‫ﺳﻨﺔ‬ ‫ﻓﻲ‬ ‫ﻃﺎﻟﺐ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻤﻔﺮوﺿﺔ‬ ‫اﻟﺪراﺳﯿﺔ‬ ‫اﻟﻤﺎدة‬ ‫ﻋﻦ‬ ‫ﻋﺒﺎرة‬.
**‫اﻟﻤﻨﮭﺎج‬/‫ﺮ‬ ‫ﻣﻌﺎﺻ‬:‫ﺗﺨ‬ ‫ﻲ‬ ‫اﻟﺘ‬ ‫ﺸﻄﺔ‬ ‫واﻷﻧ‬ ‫ﺮات‬ ‫اﻟﺨﺒ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺔ‬ ‫ﻣﺠﻤﻮﻋ‬ ‫أو‬ ‫ﺔ‬ ‫ﺟﻤﻠ‬‫أو‬ ‫ﻞ‬ ‫داﺧ‬ ‫ﺬھﺎ‬ ‫ﺗﻨﻔﯿ‬ ‫ﺘﻢ‬ ‫ﻟﯿ‬ ‫ﻮزارة‬ ‫اﻟ‬ ‫ﺎ‬ ‫ﻄﻄﮭ‬
‫ﻟﻠﻤﺘﻌﻠﻤﯿﻦ‬ ‫اﻟﻤﺘﻜﺎﻣﻞ‬ ‫اﻟﺸﺎﻣﻞ‬ ‫اﻟﻨﻤﻮ‬ ‫ﻓﺮص‬ ‫ﺗﺤﻘﯿﻖ‬ ‫اﺟﻞ‬ ‫ﻣﻦ‬ ‫اﻟﻤﺆﺳﺴﺔ‬ ‫ﺧﺎرج‬.
**‫اﻟﺒﺤﺚ‬:‫ﻣﻤﺎرﺳﺔ‬ ‫ﺗﻄﻮﯾﺮ‬ ‫أو‬ ‫ﻇﺎھﺮة‬ ‫ﺗﻔﺴﯿﺮ‬ ‫أو‬ ‫ﻣﺸﻜﻠﺔ‬ ‫ﺣﻞ‬ ‫اﺟﻞ‬ ‫ﻣﻦ‬ ‫ھﺎدف‬ ‫ﻧﺸﺎط‬ ‫أو‬ ‫ﻣﻨﻈﻢ‬ ‫ﺟﮭﺪ‬ ‫ھﻮ‬.
**‫اﻟﻤﺸﺎرﻛﺔ‬:‫اﻟﻤﻮ‬ ‫ﻟﮭﺬا‬ ‫ﺟﺎھﺰة‬ ‫اﺳﺘﺠﺎﺑﺔ‬ ‫ﯾﻮﺟﺪ‬ ‫وﻻ‬ ‫اﻟﻔﺮد‬ ‫ﯾﻮاﺟﮫ‬ ‫ﻣﻘﻠﻖ‬ ‫ﻣﺤﯿﺮ‬ ‫ﻣﻮﻗﻒ‬‫ﮫ‬ ‫ﻋﻠﯿ‬ ‫اﻟﻤﺸﻜﻠﺔ‬ ‫ﺣﻞ‬ ‫وﻹﯾﺠﺎد‬ ‫ﻗﻒ‬
‫ﺑﺎﻟﺒﺤﺚ‬ ‫اﻟﻘﯿﺎم‬.
**‫اﻟﻈﺎھﺮة‬:‫ﺑﺎﻟﺴﺆال‬ ‫ﻋﻠﯿﻨﺎ‬ ‫وﺗﻔﺴﯿﺮھﺎ‬ ‫ﺳﺒﺒﮭﺎ‬ ‫ﻟﻤﻌﺮﻓﺔ‬ ‫ﻣﺘﻜﺮر‬ ‫ﺣﺪث‬ ‫ﻋﻦ‬ ‫ﻋﺒﺎرة‬.
**‫اﻟﻤﻤﺎرﺳﺔ‬:‫ﻣﺪرﺳﯿﺎ‬ ‫أو‬ ‫ﻃﺒﯿﺒﺎ‬ ‫ﻛﺎن‬ ‫ﺳﻮاء‬ ‫اﻹﻧﺴﺎن‬ ‫ﯾﻤﺎرﺳﮫ‬ ‫اﻟﺬي‬ ‫اﻟﻌﻤﻞ‬ ‫ﻃﺒﯿﻌﺔ‬ ‫وھﻲ‬.
‫ﯾﺒﺤﺚ‬ ‫ان‬ ‫ﻋﻠﯿﮫ‬ ‫اﻟﻤﻤﺎرﺳﺔ‬ ‫ھﺬه‬ ‫ﺗﻄﻮﯾﺮ‬ ‫اراد‬ ‫اذا‬ ‫اﻹﻧﺴﺎن‬ ‫وﻋﻠﻰ‬.
**‫اﻟﻌﻠﻤﻲ‬:‫ﻧﺸﺎط‬ ‫ﻓﻲ‬ ‫او‬ ‫ﺑﺤﺜﮫ‬ ‫ﻓﻲ‬ ‫اﻟﻌﻠﻤﻲ‬ ‫اﻻﺳﻠﻮب‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﺘﺒﻊ‬.
**‫اﻟﻌﻠﻢ‬:‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻣﻦ‬ ‫ﺗﺮاﻛﻤﻲ‬ ‫ﺑﻨﺎء‬ ‫وھﻮ‬ ‫اﻧﺴﺎﻧﻲ‬ ‫ﻧﺸﺎط‬.
**‫ﺗﻌﻠﻢ‬:‫اﻟﻤﺘﻌﻠﻢ‬ ‫ﺳﻠﻮك‬ ‫ﻓﻲ‬ ‫ﻓﯿﮫ‬ ‫ﻣﺮﻏﻮب‬ ‫ﺗﻐﯿﺮ‬ ‫ﺣﺪوث‬)‫اﻟﻤﻌﺮﻓﻲ‬ ‫اﻟﻤﺠﺎل‬–‫اﻟﻮﺟﺪاﻧﻲ‬–‫اﻟﺘﻔﺴﯿﺮي‬. (
**‫اﻟﻌﻠﻢ‬ ‫ﺧﺼﺎﺋﺺ‬: :
١.‫اﻻﻧﺴﺎن‬ ‫ﻋﻠﻰ‬ ‫ﯾﻘﺘﺼﺮ‬ ‫ﻓﻘﻂ‬ ‫اﻧﺴﺎﻧﻲ‬ ‫ﻧﺸﺎط‬.
٢.‫ﻏﺮﺿ‬ ‫ﻧﺸﺎط‬‫ﻋﺸﻮاﺋﻲ‬ ‫ﺑﺸﻜﻞ‬ ‫او‬ ‫ﺑﺎﻟﺼﺪﻓﺔ‬ ‫ﯾﺤﺪث‬ ‫ﻻ‬ ‫أي‬ ‫ھﺎدف‬ ‫ﻲ‬.
٣.‫ﺗﺘﺴﻊ‬ ‫ﺣﺪود‬ ‫ﻟﻠﻌﻠﻢ‬)‫اﻟﻤﻌﺮﻓﺔ‬ ‫اﻧﻔﺠﺎر‬ ‫ﻋﺼﺮ‬. (
٤.‫اﻟﻤﺠﺎل‬ ‫واﺳﻊ‬ ‫اﻟﻌﻠﻢ‬.
٥.‫واﻟﻤﻮﺿﻮﻋﯿﺔ‬ ‫ﺑﺎﻟﺪﻗﺔ‬ ‫ﯾﺘﻤﯿﺰ‬ ‫اﻟﻌﻠﻢ‬.
٦.‫واﺳﺎﻟﯿﺒﮫ‬ ‫ادواﺗﮫ‬ ‫ﻟﻠﻌﻠﻢ‬.
**‫اﻟﻌﻠﻢ‬ ‫أھﺪاف‬:
١.‫اﻟﻈﻮاھﺮ‬ ‫ﺣﺪوث‬ ‫ﺳﺒﺐ‬ ‫ﺗﻔﺴﯿﺮ‬ ‫أي‬ ‫اﻟﻈﻮاھﺮ‬ ‫وﻓﮭﻢ‬ ‫وﺻﻒ‬.
٢.‫اﻟﻤﺴﺘﻘﺒﻞ‬ ‫ﻓﻲ‬ ‫ﺳﯿﺤﺪث‬ ‫ﺑﻤﺎ‬ ‫اﻟﺘﻨﺒﺆ‬.
٣.‫اﻟ‬‫ﻣﻨﮭﺎ‬ ‫واﻻﺳﺘﻔﺎدة‬ ‫اﻟﻈﻮاھﺮ‬ ‫ﻓﻲ‬ ‫واﻟﺘﺤﻜﻢ‬ ‫ﻀﺒﻂ‬.
٤.‫اﻟﺘﻔﻜﯿﺮ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻘﺪرة‬ ‫ﺗﻨﻤﯿﺔ‬ ‫أي‬ ‫اﻻﻧﺴﺎن‬ ‫ﻋﻨﺪ‬ ‫اﻟﻔﻌﻠﻲ‬ ‫اﻟﻨﺸﺎط‬ ‫ﺗﻨﻤﯿﺔ‬.
٥.‫اﻟﻌﻠﻤﯿﺔ‬ ‫ﻟﻠﻤﻜﺘﺸﻔﺎت‬ ‫اﻟﻌﻤﻠﯿﺔ‬ ‫اﻟﺘﻄﺒﯿﻘﺎت‬ ‫اﻛﺘﺸﺎف‬ ‫او‬ ‫ﻣﻌﺮﻓﺔ‬.

2. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ٢
**‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺤﺼﻮل‬ ‫ﻃﺮق‬:
١.‫اﻟﺒﺪاﺋﯿﺔ‬ ‫اﻟﻄﺮق‬:‫واﻟﻄﯿﺮة‬ ‫واﻟﻜﮭﻨﺔ‬ ‫ﺑﺎﻟﻌﺮاﻓﺔ‬ ‫ﻛﺎﻻﺳﺘﻌﺎﻧﺔ‬.
٢.‫اﻟﺼﺪﻓﺔ‬:‫ﻛﺎ‬‫ﺪ‬ ‫ﯾﻮﻟ‬ ‫ﺎ‬ ‫ﻣﻤ‬ ‫ﺪفء‬ ‫ﺑﺎﻟ‬ ‫ﺷﻌﺮ‬ ‫اﻟﺸﺘﺎء‬ ‫ﻓﺼﻞ‬ ‫ﻓﻲ‬ ‫ﻣﻌﺎ‬ ‫ﯾﺪﯾﮫ‬ ‫ﻓﺮك‬ ‫اذا‬ ‫اﻧﮫ‬ ‫اﻟﺸﺨﺺ‬ ‫ﯾﻼﺣﻆ‬ ‫ن‬‫ان‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﻜﺎ‬ ‫ﺷ‬
‫ﺣﺮارة‬ ‫ﯾﻮﻟﺪ‬ ‫اﻻﺣﺘﻜﺎك‬
٣.‫واﻟﺨﻄﺄ‬ ‫اﻟﻤﺤﺎوﻟﺔ‬:‫ﺔ‬ ‫اﻟﻤﺤﺎوﻟ‬ ‫ﺪ‬ ‫وﯾﻌﯿ‬ ‫ﺸﻞ‬ ‫وﯾﻔ‬ ‫ﯿﻦ‬ ‫ﻣﻌ‬ ‫ﺮض‬ ‫ﻣ‬ ‫ﻼج‬ ‫ﻟﻌ‬ ‫ﺸﺒﺔ‬ ‫ﻋ‬ ‫ﻋﻦ‬ ‫ﯾﺒﺤﺚ‬ ‫ان‬ ‫اﻻﻧﺴﺎن‬ ‫ﯾﺠﺮب‬ ‫ﻛﺎن‬
‫اﻟﻤ‬ ‫اﻟﻤﺮض‬ ‫ﻟﻌﻼج‬ ‫اﻟﻤﻨﺎﺳﺒﺔ‬ ‫اﻻﻋﺸﺎب‬ ‫اﻟﻰ‬ ‫ﯾﮭﺘﺪي‬ ‫ان‬ ‫اﻟﻰ‬ ‫ﻣﺤﺎوﻻﺗﮫ‬ ‫وﯾﻜﺮر‬ ‫اﺧﺮى‬‫ﻘﺼﻮد‬.
٤.‫ﺴﻠﻄﺔ‬ ‫اﻟ‬ ‫ﻰ‬ ‫اﻟ‬ ‫ﻮء‬ ‫اﻟﻠﺠ‬)‫ﺼﯿﺔ‬ ‫اﻟﺸﺨ‬ ‫ﺔ‬ ‫اﻟﺨﺒ‬: (‫ﺮ‬ ‫ﻛﺒﯿ‬ ‫ﺪ‬ ‫ﺣ‬ ‫ﻰ‬ ‫اﻟ‬ ‫ﺸﺎﺑﮫ‬ ‫ﺗ‬ ‫ﺔ‬ ‫ﻣﻌﯿﻨ‬ ‫ﺸﻜﻠﺔ‬ ‫ﻣ‬ ‫ﺴﺎن‬ ‫اﻻﻧ‬ ‫ﮫ‬ ‫ﺗﻮاﺟ‬ ‫ﺪ‬ ‫ﻗ‬ ‫ﺎ‬ ‫وھﻨ‬
‫ﻮم‬ ‫ﯾﻘ‬ ‫او‬ ‫ﺸﻜﻠﺔ‬ ‫اﻟﻤ‬ ‫ﺬه‬ ‫ھ‬ ‫ﻟﺤﻞ‬ ‫وﻣﻌﻠﻮﻣﺎﺗﮫ‬ ‫اﻟﺴﺎﺑﻘﺔ‬ ‫ﺧﺒﺮﺗﮫ‬ ‫ﻣﻦ‬ ‫ﺑﺎﻻﺳﺘﻔﺎدة‬ ‫اﻟﺸﺨﺺ‬ ‫ﻓﯿﻘﻮم‬ ‫واﺟﮭﺘﮫ‬ ‫ﻗﺪ‬ ‫ﺳﺎﺑﻘﺔ‬ ‫ﻣﺸﻜﻠﺔ‬
‫اﻟﺴﻠﻄﺔ‬ ‫اﻟﻰ‬ ‫اﻟﻠﺠﻮء‬ ‫أي‬ ‫اﻟﻘﺒﯿﻠﺔ‬ ‫ﺷﯿﺦ‬ ‫ﺑﺎﺳﺘﺸﺎرة‬.
٥.‫اﻟﻤﻨﻄﻖ‬ ‫او‬ ‫اﻟﻘﯿﺎس‬:‫ﺎھﯿﻢ‬ ‫واﻟﻤﻔ‬ ‫ﺎظ‬ ‫اﻻﻟﻔ‬ ‫ﺪ‬ ‫ﺗﺤﺪﯾ‬ ‫ﻃﺮﯾﻖ‬ ‫ﻋﻦ‬ ‫وذﻟﻚ‬ ‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺤﺼﻮل‬ ‫ﻃﺮق‬ ‫اھﻢ‬ ‫ﻣﻦ‬ ‫وھﻮ‬
‫ﻟﻠﻤﻮﺿﻮع‬ ‫اﻻﺳﺎﺳﯿﺔ‬ ‫واﻟﺒﺪﯾﮭﯿﺎت‬ ‫واﻟﺘﻌﺎرﯾﻒ‬.
=‫اﻓﺘﺮاﺿﻲ‬ ‫وﻏﯿﺮ‬ ‫اﻓﺘﺮاﺿﻲ‬ ‫ھﻨﺎ‬ ‫واﻟﻘﯿﺎس‬:
+=+‫اﻓﺘﺮاﺿﻲ‬:‫وﻧﺘﺎﺋﺞ‬ ‫ﺻﻐﺮى‬ ‫وﻣﻘﺪﻣﺔ‬ ‫ﻛﺒﺮى‬ ‫ﻣﻘﺪﻣﺔ‬ ‫ﻣﻦ‬ ‫ﯾﺘﻜﻮن‬.
‫ﻣﺜﺎل‬:‫ﻓﻲ‬ ‫ﺳﯿﻜﻮﻧﻮن‬ ‫ﻓﺎﻻﻃﻔﺎل‬ ‫اﻟﻤﺪرﺳﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻨﺎر‬ ‫اﺷﺘﻌﻠﺖ‬ ‫اذا‬‫ﺧﻄﺮ‬)‫ﻛﺒﺮى‬ ‫ﻣﻘﺪﻣﺔ‬. (
‫اﻟﻤﺪرﺳﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻨﺎر‬ ‫اﺷﺘﻌﻠﺖ‬)‫ﺻﻐﺮى‬ ‫ﻣﻘﺪﻣﺔ‬(
‫ﺧﻄﺮ‬ ‫ﻓﻲ‬ ‫اﻻﻃﻔﺎل‬ ‫اذن‬)‫اﻟﻨﺘﺎﺋﺞ‬. (
‫ﻣﺜﺎل‬:‫اﻟﺪﻛﺘﻮراة‬ ‫ﺣﻤﻠﺔ‬ ‫ﻣﻦ‬ ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫اﺳﺎﺗﺬة‬ ‫ﻛﻞ‬)‫ﻛﺒﺮى‬ ‫ﻣﻘﺪﻣﺔ‬(
‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫اﺳﺎﺗﺬة‬ ‫ﻣﻦ‬ ‫اﺳﺘﺎذ‬ ‫س‬)‫ﺻﻐﺮى‬ ‫ﻣﻘﺪﻣﺔ‬(
‫اﻟﺪﻛﺘﻮراة‬ ‫ﺣﻤﻠﺔ‬ ‫ﻣﻦ‬ ‫س‬ ‫اذن‬)‫اﻟﻨﺘ‬‫ﺎﺋﺞ‬(
=‫ﺔ‬ ‫اﻟﻄﺮﯾﻘ‬ ‫ھﺬه‬ ‫وﻋﯿﻮب‬:‫ﺔ‬ ‫اﻟﻨﺘﯿﺠ‬ ‫ﺖ‬ ‫ﻛﺎﻧ‬ ‫ﺤﯿﺤﺔ‬ ‫ﺻ‬ ‫ﺪﻣﺎت‬ ‫اﻟﻤﻘ‬ ‫ﺖ‬ ‫ﻛﺎﻧ‬ ‫ﺎذا‬ ‫ﻓ‬ ، ‫ﺪﻣﺎت‬ ‫اﻟﻤﻘ‬ ‫ﺤﺔ‬ ‫ﺻ‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺪ‬ ‫ﺗﻌﺘﻤ‬ ‫ﺔ‬ ‫اﻟﻨﺘﯿﺠ‬ ‫ان‬
‫ﺧﻄﺄ‬ ‫اﻟﻨﺘﯿﺠﺔ‬ ‫ﻛﺎﻧﺖ‬ ‫ﺧﺎﻃﺌﺔ‬ ‫اﻟﻤﻘﺪﻣﺎت‬ ‫ﻛﺎﻧﺖ‬ ‫واذا‬ ، ‫ﺻﺤﯿﺤﺔ‬.
‫اﻟﺠﺰﺋﯿﺎت‬ ‫ﻣﻦ‬ ‫اﻟﻘﺎﻋﺪة‬ ‫اﻟﻰ‬ ‫اﻟﻮﺻﻮل‬ ‫او‬ ‫اﻟﺨﺎص‬ ‫ﻣﻦ‬ ‫اﻟﻌﺎم‬ ‫اﻟﻰ‬ ‫اﻟﻮﺻﻮل‬ ‫اﻣﺜﻠﺘﮫ‬ ‫وﻣﻦ‬ ‫وﻗﻮاﻧﯿﻦ‬.
=‫اﻻﺳﺘﻨﺘﺎﺟﻲ‬ ‫اﻟﺘﻔﻜﯿﺮ‬)‫اﻻﺳﺘﺪﻻﻟﻲ‬(:‫اﻟﺨﺎص‬ ‫اﻟﻰ‬ ‫اﻟﻌﺎم‬ ‫ﻣﻦ‬ ‫اﻟﻮﺻﻮل‬ ‫وھﻮ‬.
‫ﻓﻘﻂ‬ ‫اﻻﺳﺘﻘﺮاﺋﻲ‬ ‫اﻟﺘﻔﻜﯿﺮ‬ ‫اﺳﺘﺨﺪم‬ ‫اﻟﻘﺪﯾﻢ‬ ‫اﻻﻧﺴﺎن‬.
=‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻟﻄﺮﯾﻘﺔ‬)‫اﻟﻌﻠﻤﻲ‬ ‫اﻻﺳﻠﻮب‬(:‫ﻨﺔ‬ ‫ﺳ‬ ‫دﯾﻮي‬ ‫ﺟﻮن‬ ‫اﻻﻣﺮﯾﻜﻲ‬ ‫اﻟﻌﺎﻟﻢ‬ ‫ھﻮ‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫ھﺬه‬ ‫وﺿﻊ‬ ‫ﻣﻦ‬ ‫اول‬١٩١٠
.
*‫دﯾﻮي‬ ‫دﺟﻮن‬ ‫اﻟﻤﺸﻜﻼت‬ ‫ﺣﻞ‬ ‫اﺳﻠﻮب‬)‫ﺧﻄﻮات‬ ‫ﺧﻤﺲ‬: (
١(‫ﺑﺎﻟ‬ ‫اﻟﺸﻌﻮر‬‫ﻤﺸﻜﻠﺔ‬.
٢(‫اﻟﻤﺸﻜﻠﺔ‬ ‫ﺗﺤﺪﯾﺪ‬.
٣(‫ﻓﺮوض‬ ‫ووﺿﻊ‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺟﻤﻊ‬.
٤(‫اﻟﻔﺮوض‬ ‫ﺻﺤﺔ‬ ‫اﺧﺘﺒﺎر‬.
٥(‫اﻟﻨﺘﺎﺋﺞ‬ ‫اﻟﻰ‬ ‫اﻟﻮﺻﻮل‬.
‫اﻟﺒﺤﺚ‬ ‫ﻓﻲ‬ ‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫ﺧﻄﻮات‬:
‫اﻟﻌﻠﻤﻲ‬ ‫اﻻﺳﻠﻮب‬ ‫ﺧﻄﻮات‬:
‫ﻣﻼﺣﻈﺔ‬:‫ﺑﺎﻟﺘﺮﺗﯿﺐ‬ ‫اﻟﺨﻄﻮات‬ ‫ذﻛﺮ‬ ‫ﻣﻦ‬ ‫ﻻﺑﺪ‬ ‫ھﻨﺎ‬.
١.‫ﻟﻠﺒﺤﺚ‬ ‫اﻟﺪاﻓﻌﯿﺔ‬ ‫ﻧﺸﻮء‬:‫اﻟﺤﺼﻮل‬ ‫ﻣﺜﻞ‬ ‫اﻻﻧﺴﺎن‬ ‫ﻋﻨﺪ‬ ‫اﻟﺪاﻓﻌﯿﺔ‬ ‫اﻣﺜﻠﺔ‬ ‫وﻣﻦ‬‫اﻟﻤﺠﺘﻤﻊ‬ ‫وﻟﺨﺪﻣﺔ‬ ‫ﻋﻠﻤﯿﺔ‬ ‫درﺟﺔ‬ ‫ﻋﻠﻰ‬
‫ﻇﺎھﺮة‬ ‫ﻟﺘﻔﺴﯿﺮ‬ ‫او‬ ‫ﻣﻤﺎرﺳﺔ‬ ‫ﻟﺘﻄﻮﯾﺮ‬ ‫او‬.
٢.‫اﻟﺒﺤﺚ‬ ‫ﻣﻮﺿﻮع‬ ‫ﺗﺤﺪﯾﺪ‬
=‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻟﺸﺮوط‬ ‫ﻣﺮاﻋﺎة‬ ‫ﻣﻦ‬ ‫ﻻﺑﺪ‬ ‫وھﻨﺎ‬:
١(‫ﻟﻠﻌﻤﻞ‬ ‫اﻻﻧﺘﻤﺎء‬.
٢(‫ﻟﻠﺘﻄﺒﯿﻖ‬ ‫ﻗﺎﺑﻞ‬.
٣(‫اﻟﻤﻮﺿﻮع‬ ‫ﺑﮭﺬا‬ ‫ﻟﻠﻘﯿﺎم‬ ‫ورﻏﺒﺔ‬ ‫ﻣﯿﻞ‬ ‫ﻟﮫ‬.
٤(‫ﻓﻜﺮﯾﺔ‬ ‫اﻧﻘﺴﺎﻣﺎت‬ ‫او‬ ‫ﻣﻌﯿﻨﺔ‬ ‫ﺣﺴﺎﺳﯿﺔ‬ ‫ﯾﺜﯿﺮ‬ ‫اﻻ‬.
٥(‫ﺑﺎﻟﺠﺪ‬ ‫اﻟﻤﻮﺿﻮع‬ ‫ﯾﺘﻤﯿﺰ‬ ‫ان‬‫واﻻﺻﺎﻟﺔ‬ ‫ة‬.
٣.‫اﻟﺒﺤﺚ‬ ‫ھﺪف‬ ‫ﺗﺤﺪﯾﺪ‬:‫اﻟﺒﺤﺚ‬ ‫ﺳﺆال‬ ‫ﻋﻦ‬ ‫اﻻﺟﺎﺑﺔ‬ ‫وھﻮ‬.
٤.‫اﻟﺒﺤﺚ‬ ‫ﺗﺼﻤﯿﻢ‬:‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻻﺳﺌﻠﺔ‬ ‫ﻋﻦ‬ ‫وﯾﺠﯿﺐ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﺑﮫ‬ ‫ﺳﯿﻘﻮم‬ ‫ﻟﻤﺎ‬ ‫ﻣﺒﺪﺋﻲ‬ ‫ﺗﺼﻮر‬ ‫او‬ ‫اوﻟﻲ‬ ‫ﻣﺨﻄﻂ‬ ‫وﺿﻊ‬:

3. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ٣
=‫ﺮاد‬ ‫اﻟﻤ‬ ‫اﻻدوات‬ ‫ﻲ‬ ‫ھ‬ ‫ﺎ‬ ‫وﻣ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﻰ‬ ‫وﻋﻠ‬ ‫ﻰ‬ ‫وﻣﺘ‬ ، ‫اﻟﺒﺤﺚ‬ ‫ھﺬا‬ ‫ﺳﯿﻄﺒﻖ‬ ‫واﯾﻦ‬ ‫اﻟﺒﺤﺚ‬ ‫ھﺬا‬ ‫وﻟﻤﺎذ‬ ، ‫اﻟﺒﺤﺚ‬ ‫ﻣﻮﺿﻮع‬ ‫ھﻮ‬ ‫ﻣﺎ‬
، ‫اﺳﺘﺨﺪاﻣﮭﺎ‬‫؟‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﺴﺘﺨﺪﻣﮭﺎ‬ ‫ان‬ ‫ﺗﺮﯾﺪ‬ ‫اﻟﺘﻲ‬ ‫اﻻﺣﺼﺎﺋﯿﺔ‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫وﻣﺎ‬ ‫اﺳﺘﺨﺪاﻣﮫ‬ ‫اﻟﻤﺮاد‬ ‫اﻟﻤﻨﮭﺞ‬ ‫ﻧﻮع‬ ‫وﻣﺎ‬
٥.‫اﻟﺒﺤﺚ‬ ‫ﺧﻄﺔ‬ ‫ﺗﻄﻮﯾﺮ‬:‫ﺚ‬ ‫اﻟﺒﺤ‬ ‫ﺸﻜﻠﺔ‬ ‫ﻣ‬ ‫ﺪ‬ ‫وﺗﺤﺪﯾ‬ ‫ﮫ‬ ‫واھﻤﯿﺘ‬ ‫ﺚ‬ ‫اﻟﺒﺤ‬ ‫ﺪف‬ ‫وھ‬ ‫ﺚ‬ ‫اﻟﺒﺤ‬ ‫ﻮع‬ ‫ﻣﻮﺿ‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺸﺘﻤﻞ‬ ‫ﺗ‬ ‫وھﻲ‬
‫ﺴﺘﻌﯿ‬ ‫ﯾ‬ ‫ﻲ‬ ‫اﻟﺘ‬ ‫واﻻدوات‬ ‫ﺘﺨﺪاﻣﮭﺎ‬ ‫اﺳ‬ ‫ﺮاد‬ ‫اﻟﻤ‬ ‫ﺼﺎﺋﯿﺔ‬ ‫اﻻﺣ‬ ‫واﻟﻤﻌﺎﻟﺠﺔ‬ ‫وﻣﺼﻄﻠﺤﺎﺗﮫ‬ ‫اﻟﺒﺤﺚ‬ ‫ﺣﺪود‬ ‫ﺛﻢ‬ ‫وﻓﺮﺿﯿﺎﺗﮫ‬‫ﺎ‬ ‫ﺑﮭ‬ ‫ﻦ‬
‫ﻣﻨﮭﺎ‬ ‫ﯾﺴﺘﻔﯿﺪ‬ ‫ﻗﺪ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻤﺒﺪﺋﯿﺔ‬ ‫اﻟﻤﺮاﺟﻊ‬ ‫ﺛﻢ‬ ‫اﻟﺒﺎﺣﺚ‬.
٦.‫اﻟﺒﺤﺚ‬ ‫ﺗﻨﻔﯿﺬ‬:‫اﻟﺘﻄﺒﯿﻖ‬ ‫ﻣﻮﺿﻊ‬ ‫اﻟﺒﺤﺚ‬ ‫وﺿﻊ‬.
٧.‫اﻟﻨﺘﺎﺋﺞ‬ ‫وﺗﻔﺴﯿﺮ‬ ‫وﺗﺤﻠﯿﻠﮭﺎ‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺟﻤﻊ‬.
٨.‫اﻟﺘﻘﺮﯾﺮ‬ ‫ﻛﺘﺎﺑﺔ‬)‫اﻟﺮﺳﺎﻟﺔ‬) (‫اﻟﺒﺤﺚ‬: (‫ھﻤﺎ‬ ‫اﺳﺎﺳﯿﯿﻦ‬ ‫ﻻﻣﺮﯾﻦ‬ ‫ﯾﺨﻀﻊ‬ ‫ﻋﻠﻤﯿﺎ‬ ‫ﺑﺤﺜﺎ‬ ‫ﺗﻨﻔﯿﺬه‬ ‫ﻋﻨﺪ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻋﻠﻰ‬
١(‫ﺔ‬ ‫اﻟﻄﺒﯿﻌﯿ‬ ‫ﺎھﺮة‬ ‫اﻟﻈ‬ ‫وﺣﺪة‬:‫وﻣﻘ‬‫ﺎھﺮة‬ ‫ﻇ‬ ‫ﻞ‬ ‫وﻛ‬ ‫ﺎﺋﺞ‬ ‫وﻧﺘ‬ ‫ﺴﺒﺒﺎت‬ ‫ﻣ‬ ‫ﻮاھﺮ‬ ‫اﻟﻈ‬ ‫ﺬه‬ ‫ھ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺎھﺮة‬ ‫ﻇ‬ ‫ﻞ‬ ‫ﻟﻜ‬ ‫ان‬ ‫ﺎ‬ ‫ﺑﮭ‬ ‫ﺼﻮد‬
‫ﻏﯿﺮھﺎ‬ ‫ﻋﻦ‬ ‫ﺗﺨﺘﻠﻒ‬.
‫ﻣﺴﺒﺒﺎﺗﮭﺎ‬ ‫ﻟﮭﺎ‬ ‫ﺗﻮﻓﺮت‬ ‫ﻣﺎ‬ ‫اذا‬ ‫ﺗﺤﺪث‬ ‫ان‬ ‫ﻣﻤﻜﻦ‬ ‫ﻇﺎھﺮة‬ ‫وﻛﻞ‬.
٢(‫اﻟﺒﺎﺣﺚ‬ ‫ﺳﻠﻮك‬:
١-‫اﻟﺒﺤﺚ‬ ‫ﻟﻤﺸﻜﻠﺔ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ادراك‬.
٢-‫اﻻﺧﺮى‬ ‫واﻟﻤﺸﺎﻛﻞ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻣﺸﻜﻠﺔ‬ ‫ﺑﯿﻦ‬ ‫اﻟﻌﻼﻗﺎت‬ ‫ادراك‬.
٣-‫وﺗﻔﻜﯿﺮه‬ ‫ﻋﻘﻠﮫ‬ ‫ﯾﺴﺘﺨﺪم‬ ‫ان‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻋﻠﻰ‬ ‫ﯾﺠﺐ‬.
**‫اﻟﻌﻠﻤﻲ‬ ‫اﻟﺒﺤﺚ‬ ‫اﺳﺘﺨﺪاﻣﺎت‬:‫اﻟﻌﻠﻤﻲ‬ ‫اﻟﺒﺤﺚ‬ ‫اﺳﺘﺨﺪاﻣﺎت‬ ‫ﺗﺘﻌﺪد‬:
-‫اﻟﻨﻈﺮﯾﺔ‬ ‫اﻟﻌﻠﻮم‬ ‫ﻓﻲ‬ ‫ﯾﺴﺘﺨﺪم‬.
-‫اﻟﺘﻄﺒﯿﻘﯿﺔ‬ ‫اﻟﻌﻠﻮم‬ ‫ﻓﻲ‬ ‫ﯾﺴﺘﺨﺪم‬
-‫اﻟﻄﺒﯿﻌﯿﺔ‬ ‫اﻟﻌﻠﻮم‬ ‫ﻓﻲ‬ ‫ﯾﺴﺘﺨﺪم‬.
-‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻟﻌﻠﻮم‬ ‫ﻓﻲ‬ ‫ﯾﺴﺘﺨﺪم‬)‫اﻻﺟﺘﻤﺎﻋﯿﺔ‬. (
‫د‬**‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫واﻟﻌﻠﻮم‬ ‫اﻟﻄﺒﯿﻌﯿﺔ‬ ‫اﻟﻌﻠﻮم‬ ‫ﺑﯿﻦ‬ ‫ﻣﻘﺎرﻧﺔ‬)‫اﻻﺟﺘﻤﺎﻋﯿﺔ‬(
‫اﻟ‬‫اﻟﻄﺒﯿﻌﯿﺔ‬ ‫ﻌﻠﻮم‬‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻟﻌﻠﻮم‬
١.‫ﻧﺴﺒﯿﺎ‬ ‫وﻗﻠﯿﻠﺔ‬ ‫ﻣﺤﺪدة‬ ‫ھﻨﺎ‬ ‫اﻟﻤﺘﻐﯿﺮات‬١.‫ﺗﺤﺪﯾﺪھﺎ‬ ‫ﯾﺼﻌﺐ‬ ً‫ا‬‫ﺟﺪ‬ ‫ﻛﺜﯿﺮة‬ ‫اﻟﻤﺘﻐﯿﺮات‬
٢.‫وﻣﻮﺿﻮﻋﯿﺔ‬ ‫دﻗﯿﻘﺔ‬ ‫ھﻨﺎ‬ ‫اﻟﻘﯿﺎﺳﺎت‬٢.‫ﻣﻮﺿﻮﻋﯿﺔ‬ ‫ﻏﯿﺮ‬ ‫اﻟﻘﯿﺎﺳﺎت‬.
٣.‫اﻟﺸﺨﺼﻲ‬ ‫واﻟﺤﻜﻢ‬ ‫ﻟﻼھﻮاء‬ ‫ﺗﺨﻀﻊ‬ ‫ﻻ‬٣.‫اﻟﺸﺨﺼﻲ‬ ‫واﻟﺤﻜﻢ‬ ‫واﻻھﻮاء‬ ‫ﻟﻠﻤﯿﻮل‬ ‫ﺗﺨﻀﻊ‬
٤.‫ﻗﺎﺑﻠﺔ‬ ‫اﻟﻨﺘﺎﺋﺞ‬‫ﻟﻠﺘﻌﻤﯿﻢ‬٤.‫ﺗﻌﻤﻢ‬ ‫ﻻ‬ ‫ﻗﺪ‬ ‫اﻟﻨﺘﺎﺋﺞ‬
***‫اﻟﻤﺼﻄﻠﺤﺎت‬ ‫ﻣﺴﺮد‬:
**‫اﻟﻌﻠﻢ‬ ‫اھﺪاف‬:‫ﺗﺤﻘﯿﻘﮭﺎ‬ ‫اﻟﻰ‬ ‫اﻟﻌﻠﻤﺎء‬ ‫ﯾﺴﻌﻰ‬ ‫اﻟﺘﻲ‬ ‫اﻻﺳﺎﺳﯿﺔ‬ ‫اﻻﻏﺮاض‬ ‫ھﻲ‬.
**‫ﺑﺤﺚ‬:‫ﺟﺪﯾﺪة‬ ‫ﺣﻘﺎﺋﻖ‬ ‫ﻋﻦ‬ ‫ﻟﻠﻜﺸﻒ‬ ‫ﺗﮭﺪف‬ ‫ﻣﻨﻈﻤﺔ‬ ‫ﻋﻠﻤﯿﺔ‬ ‫دراﺳﺔ‬ ‫ﻧﺘﺎج‬ ‫ھﻮ‬.
**‫اﻟﻌﻠﻤﻲ‬ ‫اﻟﺒﺮھﺎن‬:‫ﻣﻌﯿﻨﺔ‬ ‫ﻣﻘﺪﻣﺎت‬ ‫ﻣﻦ‬ ‫اﺳﺘﻨﺘﺎﺟﺎت‬ ‫اﻟﻰ‬ ‫اﻟﺘﻮﺻﻞ‬ ‫اﺳﻠﻮب‬ ‫ھﻮ‬.
**‫ﺑﺪﯾﮭﯿﺎت‬)‫ﻣﻮﺿﻮﻋﺎت‬ ، ‫ﻣﺴﻠﻤﺎت‬(:‫ﻟﮭﺎ‬ ‫ﺑﺮھﺎن‬ ‫اﻟﻰ‬ ‫ﺣﺎﺟﺔ‬ ‫دون‬ ‫اﻟﻌﻠﻢ‬ ‫ﻋﻠﯿﮭﺎ‬ ‫ﯾﺮﺗﻜﺰ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺤﻘﺎﺋﻖ‬ ‫اﺑﺴﻂ‬ ‫ھﻲ‬.
**‫واﻟﺨﻄﺄ‬ ‫اﻟﺘﺠﺮﺑﺔ‬‫اﻻﺧﺮى‬ ‫ﺗﻠﻮ‬ ‫ﻣﺮة‬ ‫وﺗﻌﺪﯾﻠﮭﺎ‬ ‫ﺗﺨﻤﯿﻨﺎت‬ ‫وﺿﻊ‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺤﺼﻮل‬ ‫ﻃﺮق‬ ‫اﺣﺪى‬ ‫ھﻲ‬.
‫ﺗﻨﺒﺆ‬:ً‫ا‬‫ﺑﻨﺎء‬ ‫اﻟﻤﻌﯿﺎر‬ ‫ﻟﻮﺻﻒ‬ ‫ﯾﮭﺪف‬ ‫اﻟﺬي‬ ‫اﻟﻌﻠﻤﻲ‬ ‫اﻟﺒﺤﺚ‬ ‫وﻇﺎﺋﻒ‬ ‫اﺣﺪ‬ ‫ھﻲ‬‫ﺳﺎﺑﻘﺔ‬ ‫ﻣﺸﺎھﺪات‬ ‫ﻋﻠﻰ‬.
**‫ﺔ‬ ‫اﻟﻌﻠﻤﯿ‬ ‫ﺔ‬ ‫اﻟﻄﺮﯾﻘ‬:‫ﺎن‬ ‫واﻟﺒﺮھ‬ ‫ﺎت‬ ‫واﻻﻓﺘﺮاﺿ‬ ‫ﺪﯾﮭﯿﺎت‬ ‫واﻟﺒ‬ ‫ﺎھﯿﻢ‬ ‫اﻟﻤﻔ‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺎﺋﻢ‬ ‫اﻟﻘ‬ ‫ﻲ‬ ‫اﻟﻌﻠﻤ‬ ‫ﺼﺎء‬ ‫اﻻﺳﺘﻘ‬ ‫ﻠﻮب‬ ‫اﺳ‬ ‫ﻲ‬ ‫ھ‬
‫اﻟﻌﻠﻤﻲ‬.
**‫اﻟﻌﻠﻢ‬:‫ﻣﻨﻄﻘﯿﺔ‬ ‫اﺳﺲ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻘﺎﺋﻢ‬ ‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻟﻤﻌﺮﻓﺔ‬ ‫اﺳﺎﻟﯿﺐ‬ ‫اﺣﺪ‬ ‫ھﻮ‬
**‫ﻓﺮﺿﯿﺎت‬:‫ﺻﺤﺘﮭﺎ‬ ‫اﺧﺘﺒﺎر‬ ‫اﻟﻰ‬ ‫ﺗﺤﺘﺎج‬ ‫ﻣﺪﻋﺎة‬ ‫ﻋﺒﺎرات‬ ‫ھﻲ‬.
**‫ﻣﺤﺪدات‬:‫اﻟﺪراﺳﺔ‬ ‫ﺗﻘﯿﺪ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺸﺮوط‬ ‫ھﻲ‬.
**‫ﻣﻔﺎھﯿﻢ‬:‫اﻟﻤﺤﺪدة‬ ‫اﻟﻤﻌﺎﻧﻲ‬ ‫ذات‬ ‫واﻟﻤﺼﻄﻠﺤﺎت‬ ‫اﻟﻤﻔﺮدات‬ ‫اﺑﺴﻂ‬ ‫ھﻲ‬.
**‫ﻣﻨﻄﻖ‬:‫ﻣﻨﻈﻢ‬ ‫ﺑﺎﺳﻠﻮب‬ ‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮل‬ ‫اﻟﻄﺮق‬ ‫اﺣﺪ‬ ‫ھﻮ‬.
‫اﻟﺜﺎﻧﯿﺔ‬ ‫اﻟﻮﺣﺪة‬
‫اﻟﺒﺤﺚ‬ ‫ﻣﺸﻜﻠﺔ‬
١.‫ﺸﻜﻠﺔ‬ ‫اﻟﻤ‬ ‫ﺪ‬ ‫ﺗﺤﺪﯾ‬:‫ﺮا‬ ‫اﻟﻤﺘﻐﯿ‬ ‫ﻞ‬ ‫ﻛ‬ ‫ﻀﻤﻦ‬ ‫ﯾﺘ‬ ‫ﺚ‬ ‫ﺑﺤﯿ‬ ‫ﺔ‬ ‫ﺗﻘﺮﯾﺮﯾ‬ ‫ﺎرة‬ ‫ﻋﺒ‬ ‫او‬ ‫ﺆال‬ ‫ﺳ‬ ‫ﻮرة‬ ‫ﺻ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﺪد‬ ‫ﺗﺤ‬ ‫ﺎ‬ ‫وھﻨ‬‫ﺮاد‬ ‫اﻟﻤ‬ ‫ت‬
‫دراﺳﺘﮭﺎ‬.
=‫اﻟﺒﺤﺚ‬ ‫ﻣﻮﺿﻮع‬ ‫ان‬)‫اﻟﺒﺤﺚ‬ ‫ﻋﻨﻮان‬(:‫ﻋﻦ‬ ‫ﺗﺰﯾﺪ‬ ‫ﻻ‬ ‫ﺑﺤﯿﺚ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻣﺠﺎل‬ ‫ﻋﻠﻰ‬ ‫ﺗﺪل‬ ‫ﻗﺼﯿﺮة‬ ‫ﺟﻤﻠﺔ‬١٥‫ﻛﻠﻤﺔ‬.
٢.‫اﻟﻤﺸﻜﻠﺔ‬ ‫ﺻﻮغ‬:‫اﻻﺳﺘﻔﮭﺎم‬ ‫ﺑﻌﻼﻣﺔ‬ ‫ﺗﺒﺪا‬ ‫ان‬ ‫وﯾﻔﻀﻞ‬ ‫ﺳﺆال‬ ‫ﺷﻜﻞ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻤﺸﻜﻠﺔ‬ ‫ﺗﺼﺎغ‬ ‫ان‬ ‫وﯾﻔﻀﻞ‬)‫ﻣﺎ‬. (

4. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ٤
‫اﻟﺮﺋﯿﺴﻲ‬ ‫اﻟﺴﺆال‬ ‫ﯾﺴﻤﻰ‬ ‫اﻟﺴﺆال‬ ‫وھﺬا‬.
‫ﺗﺘﻔ‬ ‫اﻟﺮﺋﯿﺴﻲ‬ ‫اﻟﺴﺆال‬ ‫وﻣﻦ‬‫ﻓﯿﮭﺎ‬ ‫اﺳﺘﻔﮭﺎم‬ ‫ﻋﻼﻣﺔ‬ ‫أي‬ ‫وﺿﻊ‬ ‫ﺑﺎﻻﻣﻜﺎن‬ ‫ﻓﺮﻋﯿﺔ‬ ‫اﺳﺌﻠﺔ‬ ‫ﻋﺪة‬ ‫ﺮع‬‫اﻟﻤﺸﻜﻠﺔ‬ ‫ﺷﺮوط‬:
١.‫وواﻗﻌﯿﺔ‬ ‫ﺣﻘﯿﻘﯿﺔ‬.
٢.‫اﻟﺒﺎﺣﺚ‬ ‫ﻟﻌﻤﻞ‬ ‫ﻣﻨﺘﻤﯿﺔ‬.
٣.‫اﻟﻤﻄﻠﻮﺑﺔ‬ ‫اﻻﻣﻜﺎﻧﯿﺎت‬ ‫ﺿﻤﻦ‬ ‫واﻟﺘﻄﺒﯿﻖ‬ ‫ﻟﻠﺤﻞ‬ ‫ﻗﺎﺑﻠﺔ‬ ‫ﻣﺸﻜﻠﺔ‬.
٤.‫ﻟﻠﺘﻄﺒﯿﻖ‬ ‫ﻗﺎﺑﻠﺔ‬ ‫ﻧﺘﺎﺋﺠﮭﺎ‬.
**‫اﻟﺒﺤﺚ‬ ‫ﻓﺮﺿﯿﺔ‬:‫ھﻲ‬ ‫او‬ ‫واﻟﻤﻼﺣﻈﺔ‬ ‫اﻟﺨﺒﺮة‬ ‫ﻋﻠﻰ‬ ‫ﻣﺒﻨﻲ‬ ‫ﺗﺨﻤﯿﻦ‬ ‫ﻋﻦ‬ ‫ﻋﺒﺎرة‬ ‫اﻟﻔﺮﺿﯿﺔ‬‫ﻣﺤﺘﻤﻞ‬ ‫ﻻﺟﺮاء‬ ‫ﻣﺘﻮﻗﻌﺔ‬ ‫ﻧﺘﯿﺠﺔ‬
.
**‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﺗﺼﺎغ‬ ‫ﻛﯿﻒ‬:‫ﺻﻮر‬ ‫ﺛﻼث‬ ‫ﻓﻲ‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﺗﺼﺎغ‬:
١.‫اﻟﺸﺮﻃﯿﺔ‬ ‫اﻟﺼﻮرة‬:‫اذا‬……‫ﻓﺎن‬.
٢.‫اﻟﺘﻘﺮﯾﺮﯾﺔ‬ ‫اﻟﺼﻮرة‬:‫ﻣﺜﻞ‬ ‫ﻣﺜﺒﺘﺔ‬ ‫ﻋﺒﺎرة‬ ‫وھﻲ‬)‫ﺎت‬ ‫ﻣﺘﻄﻠﺒ‬ ‫ﻮﻓﯿﺮ‬ ‫ﺗ‬ ‫ﺣﺎﻟﺔ‬ ‫ﻓﻲ‬ ‫اﻟﺘﻼﻣﯿﺬ‬ ‫ﺑﯿﻦ‬ ‫اﻟﺘﺴﺮب‬ ‫ﻧﺴﺒﺔ‬ ‫ﺗﻘﻞ‬ ‫ﻗﺪ‬
‫اﻟﻼزﻣﺔ‬.
٣.‫اﻻﺣﺼﺎﺋﯿﺔ‬ ‫اﻟﺼﻮرة‬:‫اﻻ‬ ‫ﻻن‬ ‫اﻻھﻢ‬ ‫اﻟﺼﻮرة‬ ‫وھﻲ‬‫ادق‬ ‫ﺻﻮرة‬ ‫ﺗﻌﻄﻲ‬ ‫ﺣﺼﺎء‬.
‫ھﻤﺎ‬ ‫ﺑﺼﻐﯿﺘﯿﻦ‬ ‫اﻻﺣﺼﺎﺋﯿﺔ‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫وﺗﺼﺎغ‬:
١(‫اﻻﺗﺠﺎه‬ ‫ذات‬ ‫اﻟﻔﺮﺿﯿﺔ‬:‫وﻣﺜﺎل‬ ‫اﻟﺪراﺳﺔ‬ ‫ﻣﺘﻐﯿﺮات‬ ‫ﺑﯿﻦ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺗﻘﺮر‬ ‫اﻟﺘﻲ‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫وھﻲ‬:
=‫اﻟﻄﻠﺒﺔ‬ ‫ﺗﺤﺼﯿﻞ‬ ‫ﻣﻦ‬ ‫اﻋﻠﻰ‬ ‫اﻟﻘﺮاءة‬ ‫ﻓﻲ‬ ‫ﺗﺤﺼﯿﻠﮭﻢ‬ ‫ﺳﯿﻜﻮن‬ ‫ﺑﺎﻟﺮوﺿﺔ‬ ‫اﻟﺘﺤﻘﻮا‬ ‫اﻟﺬﯾﻦ‬ ‫اﻻﺑﺘﺪاﺋﻲ‬ ‫اﻻول‬ ‫اﻟﺼﻒ‬ ‫ﻓﻲ‬ ‫اﻟﻄﻠﺒﺔ‬
‫اﻟﺬﯾﻦ‬ ‫اﻟﺼﻒ‬ ‫ﻧﻔﺲ‬ ‫ﻓﻲ‬‫ﺑﺎﻟﺮوﺿﺔ‬ ‫ﯾﻠﺘﺤﻘﻮا‬ ‫ﻟﻢ‬.
=‫اﻟﺠﺎﻣﻌﺔ‬ ‫ﻣﻦ‬ ‫اﻟﻄﻠﺒﺔ‬ ‫ﻣﻨﮫ‬ ‫ﯾﺘﺨﺮج‬ ‫اﻟﺬي‬ ‫اﻟﺘﺮاﻛﻤﻲ‬ ‫واﻟﻤﻌﺪل‬ ‫اﻟﻌﺎﻣﺔ‬ ‫اﻟﺜﺎﻧﻮﯾﺔ‬ ‫ﻋﻼﻣﺔ‬ ‫ﺑﯿﻦ‬ ‫اﯾﺠﺎﺑﯿﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ھﻨﺎك‬.
٢(‫ﺼﻔﺮﯾﺔ‬ ‫اﻟ‬ ‫اﻟﻔﺮﺿﯿﺔ‬:‫ﺪم‬ ‫ﻋ‬ ‫ﺮر‬ ‫ﺗﻘ‬ ‫او‬ ‫ﺔ‬ ‫اﻟﺪراﺳ‬ ‫ﺮات‬ ‫ﻣﺘﻐﯿ‬ ‫ﯿﻦ‬ ‫ﺑ‬ ‫ﺔ‬ ‫ﻋﻼﻗ‬ ‫ﻮد‬ ‫وﺟ‬ ‫ﺪم‬ ‫ﻋ‬ ‫ﺮر‬ ‫ﺗﻘ‬ ‫ﻲ‬ ‫اﻟﺘ‬ ‫ﯿﺔ‬ ‫اﻟﻔﺮﺿ‬ ‫ﻲ‬ ‫وھ‬
‫اﻟﺪراﺳﺔ‬ ‫ﻣﻌﺎﻟﺠﺎت‬ ‫ﺑﯿﻦ‬ ‫ﻓﺮوق‬ ‫وﺟﻮد‬:
١-‫ﺟﻮھﺮ‬ ‫ﻓﺮق‬ ‫ﯾﻮﺟﺪ‬ ‫ﻻ‬‫ﻣﺎدة‬ ‫ﻓﻲ‬ ‫ﺑﺎﻟﺮوﺿﺔ‬ ‫اﻟﺘﺤﻘﻮا‬ ‫اﻟﺬﯾﻦ‬ ‫اﻻول‬ ‫اﻟﺼﻒ‬ ‫ﻃﻠﺒﺔ‬ ‫ﺗﺤﺼﯿﻞ‬ ‫ﺑﯿﻦ‬ ‫ي‬
‫ﺑﺎﻟﺮوﺿﺔ‬ ‫ﯾﻠﺘﺤﻘﻮا‬ ‫ﻟﻢ‬ ‫ﻣﻤﻦ‬ ‫ﻧﻈﺮاﺋﮭﻢ‬ ‫وﺗﺤﺼﯿﻞ‬ ‫اﻟﻘﺮاءة‬.
٢-‫ﮫ‬ ‫ﺑ‬ ‫ﺮج‬ ‫ﯾﺘﺨ‬ ‫ﺬي‬ ‫اﻟ‬ ‫ﻲ‬ ‫اﻟﺘﺮاﻛﻤ‬ ‫واﻟﻤﻌﺪل‬ ‫واﻟﻤﻌﺪل‬ ‫اﻟﻌﺎﻣﺔ‬ ‫اﻟﺜﺎﻧﻮﯾﺔ‬ ‫ﻋﻼﻣﺔ‬ ‫ﺑﯿﻦ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺗﻮﺟﺪ‬ ‫ﻻ‬
‫اﻟﺠﺎﻣﻌﺔ‬ ‫ﻣﻦ‬ ‫اﻟﻄﻠﺒﺔ‬.
‫ﻣﺜﺎل‬:‫اﻻﻛﺘﺸﺎف‬ ‫ﺑﻄﺮﯾﻘﺔ‬ ‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﺗﻌﻠﯿﻢ‬)‫اﻟﺒﺤ‬ ‫ﻋﻨﻮان‬‫ﺚ‬(
‫اﻟﻄﻠﺒﺔ‬ ‫ﺗﺤﺼﯿﻞ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻣﺎدة‬ ‫ﺗﻌﻠﯿﻢ‬ ‫ﻓﻲ‬ ‫اﻻﻛﺘﺸﺎف‬ ‫ﻃﺮﯾﻘﺔ‬ ‫اﺳﺘﺨﺪام‬ ‫اﺛﺮ‬ ‫ﻣﺎ‬)‫اﻟﺒﺤﺚ‬ ‫ﺳﺆال‬. (
=‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﻧﻀﻊ‬:
١.‫اﺗﺠﺎه‬ ‫ذات‬:‫واﻟﻄﻠﺒﺔ‬ ‫اﻻﻛﺘﺸﺎف‬ ‫ﺑﻄﺮﯾﻘﺔ‬ ‫اﻟﺬﯾﻦ‬ ‫اﻟﻄﻼب‬ ‫درﺟﺎت‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺑﯿﻦ‬ ‫اﺣﺼﺎﺋﯿﺔ‬ ‫دﻻﻟﺔ‬ ‫ذات‬ ‫ﻓﺮوق‬ ‫ﺗﻮﺟﺪ‬
‫ﻟﺼﺎﻟﺢ‬ ‫اﻟﻌﺎدﯾﺔ‬ ‫ﺑﺎﻟﻄﺮﯾﻘﺔ‬ ‫ﺗﻌﻠﻤﻮا‬ ‫اﻟﺬﯾﻦ‬--------
٢.‫اﻟﺼﻔﺮﯾ‬‫ﺔ‬:‫اﺣﺼﺎﺋﯿﺔ‬ ‫دﻻﻟﺔ‬ ‫ذات‬ ‫ﻓﺮوق‬ ‫ﺗﻮﺟﺪ‬ ‫ﻻ‬.
=‫ﻧﻘﻮل‬ ‫اﻟﻨﺘﺎﺋﺞ‬ ‫وﻋﻨﺪ‬:
‫اﻟﻤﺒﺪﺋﯿﺔ‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﺗﻘﺒﻞ‬
‫او‬‫اﻟﺒﺪﯾﻠﺔ‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫وﻧﻘﺒﻞ‬ ‫اﻟﻤﺒﺪﺋﯿﺔ‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﻧﺮﻓﺾ‬.
‫ﺑﺎﻟﺮﻣﺰ‬ ‫ﻟﮭﺎ‬ ‫وﯾﺮﻣﺰ‬ ‫اﻟﻤﺘﻌﺎﻛﺴﺔ‬ ‫ﺑﺎﻟﻔﺮﺿﯿﺎت‬ ‫واﻟﺒﺪﯾﻠﺔ‬ ‫اﻟﻤﺒﺪﺋﯿﺔ‬ ‫اﻟﻔﺮﺿﯿﺎت‬ ‫ﺗﺴﻤﻰ‬ ‫ﻟﺬﻟﻚ‬H1،H0
‫ﻣﺜﻼ‬:‫ﻟﺪﯾﻨﺎ‬ ‫ﻛﺎن‬‫اﻟﻀﺎﺑﻄﺔ‬ ‫ﻟﺼﺎﻟﺢ‬
‫ض‬=‫ت‬ ، ‫اﻟﻀﺎﺑﻄﺔ‬=‫ﻣﺘﻮﺳﻂ‬.
‫ت‬ ‫م‬ ‫ﻛﺎﻧﺖ‬ ‫ﻓﻠﻮ‬=٣٠‫اﻟﻤﺒﺪﺋﯿﺔ‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﻧﻘﺒﻞ‬.
‫ض‬ ‫م‬=٣٢.
‫ت‬ ‫م‬=٣٥‫اﻟﺘﺠﺮﯾﺒﯿﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫وﻟﻜﻞ‬ ‫اﻟﻤﺒﺪﺋﯿﺔ‬ ‫ﺗﻘﺒﻞ‬.
‫ض‬ ‫م‬=٣٢
‫ت‬ ‫م‬=٣٠‫اﻟﻤﺒﺪﺋﯿﺔ‬ ‫ﻧﺮﻓﺾ‬.
‫ض‬ ‫م‬=٣٠
‫ﻣﻼﺣﻈﺔ‬:‫وﻟﻜﻦ‬ ‫اﻟﺒﺤﺚ‬ ‫ﺿﻌﻒ‬ ‫ﻋﻠﻰ‬ ‫ﻣﺆﺷﺮ‬ ‫ﻟﯿﺲ‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﻣﻊ‬ ‫اﻟﻨﺘﺎﺋﺞ‬ ‫ﺗﻨﺎﻗﺾ‬‫ﺬه‬ ‫ھ‬ ‫ﻛﺎﻧﺖ‬ ‫ﻟﻤﺎذا‬ ‫ﯾﻔﺴﺮ‬ ‫ان‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻋﻠﻰ‬
‫اﻟﻨﺘﺎﺋﺞ‬.
**‫اﻟﺠﯿﺪة‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﻓﻲ‬ ‫ﻣﺮاﻋﺎﺗﮭﺎ‬ ‫ﯾﺠﺐ‬ ‫وﻣﻌﺎﯾﯿﺮ‬ ‫ﺷﺮوط‬:
١.‫دراﺳﺘﮭﺎ‬ ‫اﻟﻤﺮاد‬ ‫اﻟﻤﺘﻐﯿﺮات‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﺗﺘﻀﻤﻦ‬ ‫ان‬ ‫ﯾﺠﺐ‬.

5. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ٥
٢.‫اﻣﻜﻦ‬ ‫ﻣﺎ‬ ‫واﻻﺧﺘﺼﺎر‬ ‫ﺑﺎﻟﻮﺿﻮح‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﺗﺘﺼﻒ‬ ‫ان‬ ‫ﯾﺠﺐ‬.
٣.‫ﻟﻼﺧﺘﺒﺎر‬ ‫ﻗﺎﺑﻠﺔ‬ ‫ﺗﻜﻮن‬ ‫ان‬ ‫ﯾﺠﺐ‬.
٤.‫وﺗﻌﻠﯿﻼ‬ ‫ﻣﺒﺮرات‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻟﺪى‬ ‫ﯾﻜﻮن‬ ‫ان‬ ‫ﯾﺠﺐ‬‫ﻟﻠﻔﺮﺿﯿﺔ‬ ‫ﻣﻘﻨﻌﺔ‬ ‫ت‬.
***‫اﻟﻤﺼﻄﻠﺤﺎت‬ ‫ﻣﺴﺮد‬:.
**‫اﻻﺳﺘﻘﺮاء‬:‫اﻟﺪراﺳﺔ‬ ‫ﻓﺮﺿﯿﺎت‬ ‫ﺻﯿﺎﻏﺔ‬ ‫اﺟﻞ‬ ‫ﻣﻦ‬ ‫ﯾﺴﺘﻌﻤﻞ‬ ‫وﻗﺪ‬ ‫اﻟﻌﺎم‬ ‫اﻟﻰ‬ ‫اﻟﺨﺎص‬ ‫ﻣﻦ‬ ‫اﻻﻧﺘﻘﺎل‬ ‫اﺳﻠﻮب‬ ‫ھﻮ‬.
**‫اﻻﺳﺘﻨﺘﺎج‬:‫ﻦ‬ ‫ﻣ‬ ‫ﺔ‬ ‫ﺧﺎﺻ‬ ‫ﯿﺎت‬ ‫ﻓﺮﺿ‬ ‫ﯿﺎﻏﺔ‬ ‫ﺻ‬ ‫ﻞ‬ ‫اﺟ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺴﺘﻌﻤﻞ‬ ‫ﯾ‬ ‫ﺪ‬ ‫وﻗ‬ ، ‫ﺎص‬ ‫اﻟﺨ‬ ‫ﻰ‬ ‫اﻟ‬ ‫ﺎم‬ ‫اﻟﻌ‬ ‫ﻦ‬ ‫ﻣ‬ ‫اﻻﻧﺘﻘﺎل‬ ‫اﺳﻠﻮب‬ ‫ھﻮ‬
‫ﻋﺎﻣﺔ‬ ‫ﻓﺮﺿﯿﺎت‬.
**‫ﺚ‬ ‫اﻟﺒﺤ‬ ‫ﺼﻤﯿﻢ‬ ‫ﺗ‬:‫ﻮات‬ ‫واﻟﺨﻄ‬ ‫ﮫ‬ ‫وﻣﺤﺪداﺗ‬ ‫ﯿﺎﺗﮫ‬ ‫وﻓﺮﺿ‬ ‫ﮫ‬ ‫واھﺪاﻓ‬ ‫ﺚ‬ ‫اﻟﺒﺤ‬ ‫ﻮع‬ ‫ﻣﻮﺿ‬ ‫ﺪ‬ ‫ﺗﺤﺪﯾ‬ ‫ﺚ‬ ‫اﻟﺒﺤ‬ ‫ﺼﻤﯿﻢ‬ ‫ﺗ‬ ‫ﺸﻤﻞ‬ ‫ﯾ‬
‫اﻟﻤﻄﻠﻮب‬ ‫اﻻﺣﺼﺎﺋﻲ‬ ‫اﻟﺘﺤﻠﯿﻞ‬ ‫واﺳﻠﻮب‬ ‫اﻻﺳﺘﻜﺸﺎﻓﯿﺔ‬ ‫واﻟﺪراﺳﺔ‬ ‫اﻟﻤﻌﺎﯾﻨﺔ‬ ‫اﺳﻠﻮب‬ ‫ذﻟﻚ‬ ‫ﻓﻲ‬ ‫ﺑﻤﺎ‬ ‫ﻟﺘﻨﻔﯿﺬه‬ ‫اﻻﺟﺮاﺋﯿﺔ‬.
**‫اﻟﻔﺮﺿﯿﺎت‬:‫ﻮاھﺮ‬ ‫اﻟﻈ‬ ‫ﯿﻦ‬ ‫ﺑ‬ ‫ﺔ‬ ‫اﻟﻤﻤﻜﻨ‬ ‫ﺮوق‬ ‫اﻟﻔ‬ ‫ﺔ‬ ‫ﻣﻼﺣﻈ‬ ‫ﺔ‬ ‫ودﻗ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﺧﺒﺮة‬ ‫ﻋﻠﻰ‬ ‫ﻣﺒﻨﯿﺔ‬ ‫ﺗﺨﻤﯿﻨﺎت‬ ‫ھﻲ‬‫ﺎت‬ ‫اﻟﻌﻼﻗ‬ ‫او‬
‫ﺻﻔﺮﯾﺔ‬ ‫ﻓﺮﺿﯿﺔ‬ ‫ﺗﻜﻮن‬ ‫ﻗﺪ‬ ‫او‬ ‫اﺗﺠﺎه‬ ‫ذات‬ ‫اﻟﻔﺮﺿﯿﺔ‬ ‫ﺗﻜﻮن‬ ‫وﻗﺪ‬ ‫اﺳﺒﺎﺑﮭﺎ‬ ‫او‬ ‫ﺑﯿﻨﮭﺎ‬.
‫اﻟﺜﺎﻟﺜﺔ‬ ‫اﻟﻮﺣﺪة‬
‫اﻟﺒﺤﺚ‬ ‫ﻃﺮاﺋﻖ‬)‫اﻟﺒﺤﺚ‬ ‫ﻣﻨﺎھﺞ‬(
***‫ﺑﺤﺜﮫ‬ ‫ﻓﻲ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻋﻠﯿﮭﺎ‬ ‫ﯾﻌﺘﻤﺪ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻄﺮﯾﻘﺔ‬:
**‫اﻟﺒﺤﺚ‬ ‫ﻣﻨﮭﺞ‬ ‫اﺧﺘﯿﺎر‬ ‫ﻓﻲ‬ ‫ﺗﺆﺛﺮ‬ ‫ﻋﻮاﻣﻞ‬:
١.‫اﻟﺒﺤﺚ‬ ‫ﻣﻮﺿﻮع‬)‫اﻟﺒﺤﺚ‬ ‫ﻣﺸﻜﻠﺔ‬. (
٢.‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬)‫اﻻ‬‫ﻟﻠﺒﺤﺚ‬ ‫اﻟﻤﻄﻠﻮﺑﺔ‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫وﺟﻤﻊ‬ ‫اﺷﺘﻘﺎق‬ ‫ﻧﺮﯾﺪ‬ ‫اﻟﺬﯾﻦ‬ ‫ﻓﺮاد‬. (
٣.‫اﺳﺘﺨﺪاﻣﮭﺎ‬ ‫اﻟﻤﺮاد‬ ‫اﻻداة‬.
**‫اﻟﺒﺤﻮث‬ ‫اﻧﻮاع‬:‫وھﺪﻓﮫ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻏﺎﯾﺔ‬ ‫ﺑﺤﺴﺐ‬ ‫او‬ ‫ﻟﺒﺤﺚ‬ ‫ﻃﺮﯾﻘﺔ‬ ‫ﺑﺤﺴﺐ‬ ‫ﻧﻮﻋﯿﻦ‬ ‫اﻟﻰ‬ ‫اﻟﺒﺤﻮث‬ ‫ﺗﻨﻘﺴﻢ‬.
‫اوﻻ‬:‫وھﻲ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻃﺮﯾﻘﺔ‬ ‫ﺣﺴﺐ‬:
١.‫اﻟﻤﺴﺤﻲ‬ ‫اﻻﺳﺘﻄﻼﻋﻲ‬ ‫اﻟﺒﺤﺚ‬:‫ﻋﻠﻰ‬ ‫ﯾﻌﺘﻤﺪ‬ ‫ﻻ‬ ‫ﺣﯿﺚ‬ ‫اﻟﻮاﻗﻊ‬ ‫ﻋﻠﻰ‬ ‫وﺗﻌﺘﻤﺪ‬‫ﺳﺎﺑﻘﺔ‬ ‫ﻓﺮوض‬.
٢.‫اﻟﻮﺻﻔﻲ‬ ‫اﻟﺒﺤﺚ‬:‫ﻟﮭﺎ‬ ‫ﺗﻔﺴﯿﺮ‬ ‫ﺗﻌﻨﻲ‬ ‫اﻟﻈﺎھﺮة‬ ‫ووﺻﻒ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻣﻦ‬ ‫ﺗﺤﯿﺰ‬ ‫دون‬ ‫ھﻲ‬ ‫ﻛﻤﺎ‬ ‫اﻟﻈﺎھﺮة‬ ‫وﺻﻒ‬ ‫وھﻲ‬.
٣.‫اﻟﺘﺎرﯾﺨﻲ‬ ‫اﻟﺒﺤﺚ‬:‫ﮭﻮد‬ ‫وﺷ‬ ‫ﺎر‬ ‫واﻻﺛ‬ ‫ﻊ‬ ‫اﻟﻤﺮاﺟ‬ ‫ﻞ‬ ‫ﻣﺜ‬ ‫ﺪدة‬ ‫ﻣﺘﻌ‬ ‫ﺼﺎدر‬ ‫ﻣ‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺎ‬ ‫ﻣ‬ ‫ﺪث‬ ‫ﺣ‬ ‫ﺔ‬ ‫ﻟﺪراﺳ‬ ‫ﺚ‬ ‫اﻟﺒﺎﺣ‬ ‫ﺑﮫ‬ ‫ﯾﻘﻮم‬
‫اﻟﻌﺒﺮ‬ ‫اﺳﺘﻘﺎء‬ ‫وﻓﺎﺋﺪﺗﮭﺎ‬ ‫ﻋﯿﺎن‬.
٤.‫ﻲ‬ ‫اﻟﺘﺠﺮﯾﺒ‬ ‫ﺚ‬ ‫اﻟﺒﺤ‬:‫ﻣ‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺮ‬ ‫ﻣﺘﻐﯿ‬ ‫ﺮ‬ ‫اﺛ‬ ‫ﺔ‬ ‫دراﺳ‬‫ﺔ‬ ‫اﻟﻄﺮﯾﻘ‬ ‫ﺔ‬ ‫اﻟﺤﺎﻟ‬ ‫ﺬه‬ ‫ھ‬ ‫ﺴﻤﻰ‬ ‫وﺗ‬ ‫ﺔ‬ ‫اﻟﺘﺠﺮﺑ‬ ‫ﺴﺘﺨﺪم‬ ‫ﯾ‬ ، ‫ﺮ‬ ‫اﺧ‬ ‫ﺮ‬ ‫ﺘﻐﯿ‬
‫اﻟﺘﺠﺮﯾﺒﯿﺔ‬.
=*=‫ﻧﻮﻋﯿﻦ‬ ‫واﻟﺘﺠﺮﺑﺔ‬:
١(‫ﺣﻘﯿﻘﯿﺔ‬)‫ﻓﻌﻠﯿﺔ‬. (
٢(‫ﺣﻘﯿﻘﯿﺔ‬ ‫ﺷﺒﮫ‬)‫ﻓﻌﻠﯿﺔ‬ ‫ﺷﺒﮫ‬. (
١-‫اﻟﻔﻌﻠﯿﺔ‬:‫اﻟﻤﺨﺘﺒﺮ‬ ‫ﻓﻲ‬ ‫اﻟﺘﺠﺮﺑﺔ‬ ‫ﻓﯿﮭﺎ‬ ‫ﯾﺴﺘﺨﺪم‬ ‫اﻟﺘﻲ‬ ‫وھﻲ‬.
‫اﺛﺮ‬‫اﻟﻐﺎز‬ ‫ﺣﺠﻢ‬‫ﻋﻠﻰ‬‫ﺿﻐﻄﮫ‬‫اﻟﺤﺮارة‬ ‫درﺟﺔ‬ ‫ﺛﺒﻮت‬ ‫ﻋﻨﺪ‬.
‫ﻣﺘﻐﯿﺮ‬ ‫ﻣﺴﺘﻖ‬ ‫ﻣﺘﻐﯿﺮ‬‫ﺗﺎﺑﻊ‬
=‫اﻟﻤﺴﺘﻘﻞ‬ ‫اﻟﻤﺘﻐﯿﺮ‬:‫اﻻﺧﺮ‬ ‫اﻟﻤﺘﻐﯿﺮ‬ ‫ﻋﻠﻰ‬ ‫اﺛﺮه‬ ‫وﯾﻘﯿﺲ‬ ‫ﻟﻠﺘﺠﺮﺑﺔ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﺘﺒﻌﮫ‬ ‫اﻟﺬي‬ ‫اﻟﻤﺘﻐﯿﺮ‬ ‫ذﻟﻚ‬ ‫وھﻮ‬.
=‫اﻟﺘﺎﺑﻊ‬ ‫اﻟﻤﺘﻐﯿﺮ‬:‫اﻟﻤﺴﺘﻘﻞ‬ ‫ﺑﺎﻟﻤﺘﻐﯿﺮ‬ ‫ﯾﺘﺎﺛﺮ‬ ‫ﻗﺪ‬ ‫اﻟﺬي‬ ‫اﻟﻤﺘﻐﯿﺮ‬ ‫ذﻟﻚ‬ ‫ھﻮ‬)‫ﺗﺎﺑﻊ‬ ‫ﻣﺘﻐﯿﺮ‬ ‫ﯾﻌﺘﺒﺮ‬ ‫ﻋﻠﻰ‬ ‫ﻛﻠﻤﺔ‬ ‫ﺑﻌﺪ‬(
٢-‫اﻟﻔﻌﻠﯿﺔ‬ ‫ﺷﺒﮫ‬:‫واﻟﻤﺨﺘﺒﺮ‬ ‫اﻻدوات‬ ‫اﺳﺘﺨﺪام‬ ‫ﻋﺪم‬.
٥.‫اﻟﻈﻮ‬ ‫ﺑﺤﺚ‬‫اھﺮ‬:‫اﻟﻈﺎھﺮة‬ ‫ھﺬه‬ ‫ﻓﻲ‬ ‫راﯾﻚ‬ ‫وﺗﺒﺪي‬ ‫وﺗﺤﺎﻛﻤﮭﺎ‬ ‫اﻟﻈﺎھﺮة‬ ‫ﺗﺼﻒ‬
٦.‫اﻻﺳﺘﻨﺒﺎﻃﻲ‬ ‫اﻟﺒﺤﺚ‬:‫ﺔ‬ ‫واﻟﺪﯾﻨﯿﻨ‬ ‫ﺸﺮﻋﯿﺔ‬ ‫اﻟ‬ ‫ﻮر‬ ‫اﻻﻣ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﺪ‬ ‫ﺗﻔﯿ‬ ‫ﻲ‬ ‫وھ‬ ‫ﺔ‬ ‫ﻧﻈﺮﯾ‬ ‫او‬ ‫ﻋﻠﻤﯿﺔ‬ ‫ﺳﻮاء‬ ‫اﻟﻈﻮاھﺮ‬ ‫ﻟﺪراﺳﺔ‬
‫واﻟﻔﻘﮭﯿﺔ‬.
٧.‫اﻻرﺗﺒﺎﻃﻲ‬ ‫اﻟﺒﺤﺚ‬:‫ﺔ‬ ‫اﻟﺘﺠﺮﺑ‬ ‫ﻖ‬ ‫ﺗﻄﺒﯿ‬ ‫ﻮز‬ ‫ﯾﺠ‬ ‫ﻻ‬ ‫اﻻرﺗﺒﺎﻃﻲ‬ ‫ﻓﻲ‬ ‫وﻟﻜﻦ‬ ‫اﻛﺜﺮ‬ ‫او‬ ‫ﻣﺘﻐﯿﺮﯾﻦ‬ ‫ﺑﯿﻦ‬ ‫ﻋﻼﻗﺔ‬ ‫ﯾﺪرس‬ ‫وھﻮ‬
‫ﻋﻼ‬ ‫ﻣﺜﻞ‬‫اﻟﻄﻼق‬ ‫ﻋﻠﻰ‬ ‫اﻟﻤﺒﻜﺮ‬ ‫اﻟﺰواج‬ ‫ﻗﺔ‬.‫اﻻﺟﺘﻤﺎﻋﯿﺔ‬ ‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻟﻌﻠﻮم‬ ‫ﻓﻲ‬ ‫اﻟﺒﺤﻮث‬ ‫ھﺬه‬ ‫ﺗﺼﻠﺢ‬.
٨.‫اﻟﻤﻀﻤﻮن‬ ‫ﺗﺤﻠﯿﻞ‬ ‫ﺑﺤﺚ‬:‫او‬ ‫ﻟﻜﺘﺎب‬ ‫ﺗﻘﻮﯾﻤﯿﺔ‬ ‫او‬ ‫ﻧﻘﺪﯾﺔ‬ ‫درﺳﺔ‬ ‫اردﻧﺎ‬ ‫اذا‬ ‫ھﺬا‬ ‫وﯾﺴﺘﺨﺪم‬ ‫اﻟﻤﺤﺘﻮى‬ ‫ھﻮ‬ ‫اﻟﻤﻀﻤﻮن‬
‫اﻟﻜﺘﺎب‬ ‫ﻓﻲ‬ ‫اﻟﻀﻌﻒ‬ ‫او‬ ‫اﻟﻘﻮة‬ ‫ﻧﻘﺎط‬ ‫ﻟﻤﻌﺮﻓﺔ‬ ‫وﺗﺴﺘﺨﺪم‬ ‫اﺗﻔﺎﻗﯿﺔ‬ ‫او‬ ‫وﺛﯿﻘﺔ‬….
‫ﺛﺎﻧﯿﺎ‬:‫ﺑﺤﺴﺐ‬ ‫اﻟﺒﺤﻮث‬‫اﻟﻐﺎﯾﺔ‬:
١.‫اﻟﺘﺤﻠﯿﻠﻲ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻣﻘﺎﺑﻞ‬ ‫اﻟﻮﺻﻔﻲ‬ ‫اﻟﺒﺤﺚ‬:‫ﻧﻈﺮ‬ ‫وﺟﮭﺎت‬ ‫اﺑﺪاء‬ ‫دون‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﺼﻒ‬ ‫اﻟﺒﺤﺚ‬ ‫ھﺬا‬ ‫ﻓﻲ‬.
٢.‫اﻟﻨﻈﺮي‬ ‫ﻣﻘﺎﺑﻞ‬ ‫اﻟﺘﻄﺒﯿﻘﻲ‬:‫اﻟﻮاﻗﻊ‬ ‫ارض‬ ‫ﻋﻠﻰ‬ ‫اﻟﺘﻄﺒﯿﻖ‬ ‫ﻣﻮﺿﻊ‬ ‫وﯾﻀﻌﮫ‬ ‫اﻟﻤﻮﺿﻮع‬ ‫ﯾﺼﻒ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﺎﺧﺬ‬.
٣.‫اﻟﻌﻠﻤﻲ‬ ‫ﻣﻘﺎﺑﻞ‬ ‫اﻟﻤﻔﮭﻮم‬:‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻓﻲ‬ ‫اﺳﺎﺳﯿﺔ‬ ‫ﻧﻈﺮﯾﺎت‬ ‫اﻟﻰ‬ ‫اﻟﻮﺻﻮل‬ ‫ھﺪﻓﮫ‬ ‫اﻟﺬي‬ ‫اﻟﺒﺤﺚ‬ ‫ھﻮ‬.

6. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ٦
=‫اﻟﻤﻔﮭﻮم‬:‫ﻏﯿﺮه‬ ‫ﻋﻦ‬ ‫ﺗﻤﯿﺰه‬ ‫اﻟﺘﻲ‬ ‫اﻟﺴﻤﺎت‬ ‫ﻛﻞ‬ ‫ﻋﻦ‬ ‫ﯾﻌﺒﺮ‬ ‫ﻟﻠﺸﺊ‬ ‫ذھﻨﻲ‬ ‫ﺗﺼﻮر‬ ‫ھﻮ‬.
=‫اﻟﺘﻌﺮﯾﻒ‬:‫ﻋﻠﯿﮫ‬ ‫ﺗﺪل‬ ‫ﻟﻠﺸﺊ‬ ‫ﺳﻤﺘﯿﻦ‬ ‫او‬ ‫ﺳﻤﺔ‬ ‫ﺗﺘﻀﻤﻦ‬ ‫ﻣﻘﻮﻟﺔ‬.
=‫ﻧﻮﻋﯿﻦ‬ ‫واﻟﺘﻌﺮﯾﻒ‬:‫اﻟﺸﺊ‬ ‫اﺳﺘﺨﺪام‬ ‫او‬ ‫اﻟﺸﺊ‬ ‫ﻣﺎھﯿﺔ‬.
‫اﻻﺳﺘﻨ‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫ﻓﯿﮫ‬ ‫ﺗﺴﺘﺨﺪم‬ ‫ﻣﺎ‬ ‫وﻏﺎﻟﺒﺎ‬ ‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫ﺗﺴﺘﺨﺪم‬ ‫ﻻ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻣﻦ‬ ‫اﻟﻨﻮع‬ ‫ھﺬا‬ ‫وﻓﻲ‬‫ﺒﺎﻃﯿﺔ‬.
٤.‫ﻲ‬ ‫اﻟﺤﻘﻠ‬ ‫ﺚ‬ ‫اﻟﺒﺤ‬)‫ﺪاﻧﻲ‬ ‫اﻟﻤﯿ‬: (‫ﻮﯾﺮ‬ ‫ﺗﻄ‬ ‫ﮫ‬ ‫وﻏﺎﯾﺘ‬ ‫ﻞ‬ ‫اﻟﻌﻤ‬ ‫ﺎل‬ ‫ﻣﺠ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﺪاﻧﻲ‬ ‫اﻟﻤﯿ‬ ‫ﻖ‬ ‫ﻟﻠﺘﻄﺒﯿ‬ ‫ﻞ‬ ‫ﻗﺎﺑ‬ ‫ﻮﻋﺎ‬ ‫ﻣﻮﺿ‬ ‫ﺎول‬ ‫ﯾﺘﻨ‬
‫اﻟﻤﻤﺎرﺳﺔ‬.
٥.‫اﻻﺟﺮاﺋﻲ‬:‫ﻓﮭﻮ‬ ‫ﻟﺬﻟﻚ‬ ‫ﺗﻌﻤﯿﻤﮫ‬ ‫ﯾﺼﻌﺐ‬ ‫اﻧﮫ‬ ‫اﻟﺒﺤﺚ‬ ‫ھﺬا‬ ‫وﻋﯿﻮب‬ ‫ﻋﻤﻠﮫ‬ ‫ﻣﻜﺎن‬ ‫ﻓﻲ‬ ‫ﯾﺠﺮﯾﮫ‬ ‫اﻟﺬي‬ ‫ھﻮ‬ ‫ﻧﻔﺴﮫ‬ ‫اﻟﺒﺎﺣﺚ‬
‫اﻻھﻤﯿﺔ‬ ‫ﻗﻠﯿﻞ‬.
٦.‫اﻟﺘﻄﻮﯾﺮي‬:‫ﻣﻤﺎرﺳﺔ‬ ‫ﺗﻄﻮﯾﺮ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻣﻦ‬ ‫واﻟﮭﺪف‬‫ﻋﻠﻰ‬ ‫اﻟﺘﻄﻮﯾﺮ‬ ‫وﯾﺸﺘﻤﻞ‬ ‫ﻗﺎﺋﻤﺔ‬:
١(‫واﻟﺘﺤﺴﯿﻦ‬ ‫اﻟﺘﻌﺪﯾﻞ‬.
٢(‫اﻟﺒﻨﺎء‬ ‫اﻋﺎدة‬.
٧.‫اﻟﺘﺤﻘﯿﻘﻲ‬)‫اﻟﺘﻘﻮﯾﻤﻲ‬: (‫ﻣﻌﯿﻦ‬ ‫ﺷﺊ‬ ‫ﺣﻮل‬ ‫ﺣﻜﻢ‬ ‫اﺻﺪار‬ ‫واﻟﮭﺪف‬.
**‫اﻟﺒﺤﺚ‬ ‫ﻃﺮاﺋﻖ‬:
١.‫اﻻﻧﺜﺮوﺑﻮﻟﺠﯿﺔ‬ ‫اﻟﻄﺮﯾﻘﺔ‬:‫ﺗﻌﻨﻲ‬ ‫اﻟﻜﻠﻤﺔ‬ ‫وھﺬه‬)‫اﻟﺴﻜﺎن‬ ‫ﻋﻠﻢ‬(
‫وﯾﻘﻮم‬ ، ‫اﻟﻨﺎس‬ ‫ﻣﻦ‬ ‫ﻛﺒﯿﺮ‬ ‫ﻋﺪد‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻓﯿﮭﺎ‬ ‫ﯾﻌﺘﻤﺪ‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫ھﺬه‬‫دون‬ ‫اﻟﻮاﻗﻊ‬ ‫او‬ ‫اﻟﻮﺿﻊ‬ ‫ﺑﺪراﺳﺔ‬ ‫اﻟﺒﺎﺣﺚ‬
‫ﻣﺴﺒﻘﺔ‬ ‫ﻓﺮوض‬ ‫ﻋﻠﻰ‬ ‫اﻻﻋﺘﻤﺎد‬.
‫ﻟﻠﻤﻮﺿﻮع‬ ‫واﻟﺪﺋﺎﻣﺔ‬ ‫اﻟﻤﺴﺘﻤﺮة‬ ‫اﻟﺪراﺳﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻌﺘﻤﺪ‬ ‫وھﻨﺎ‬.
‫ﻦ‬ ‫ﻣ‬ ‫ﺰة‬ ‫ﻣﯿ‬ ‫ﺮ‬ ‫ﺗﻌﺘﺒ‬ ‫ﺬه‬ ‫وھ‬ ‫ﺔ‬ ‫اﻟﺪراﺳ‬ ‫ﺮوض‬ ‫ﻓ‬ ‫ﻀﻊ‬ ‫وﯾ‬ ‫ﺎ‬ ‫وﯾﺤﻠﻠﮭ‬ ‫ﺔ‬ ‫اﻟﺪراﺳ‬ ‫ﺮاد‬ ‫اﻓ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺎت‬ ‫ﺑﯿﺎﻧ‬ ‫ﻊ‬ ‫ﯾﺠﻤ‬ ‫ﺚ‬ ‫اﻟﺒﺎﺣ‬ ‫ﺎ‬ ‫وھﻨ‬
‫اﻟﺒﯿﺎﻧﺎ‬ ‫ﺟﻤﻊ‬ ‫ﺑﻌﺪ‬ ‫اﻟﻔﺮوض‬ ‫ﺗﻮﺿﻊ‬ ‫ﺣﯿﺚ‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫ھﺬه‬ ‫ﻣﻤﯿﺰات‬‫ﻣﺘﯿﻦ‬ ‫اﺳﺎس‬ ‫ﻋﻠﻰ‬ ‫ﺗﻮﺿﻊ‬ ‫ھﻨﺎ‬ ‫اﻟﻔﺮوض‬ ‫ﻻن‬ ‫ﻛﺬﻟﻚ‬ ‫ت‬.
**‫اﺳﺒﺎﺑﮭﺎ‬:
١(‫ﻋﺎﻟﯿﺔ‬ ‫وﺗﻜﻠﻔﺔ‬ ‫ﻛﺒﯿﺮ‬ ‫وﺟﮭﺪ‬ ‫ﻃﻮﯾﻞ‬ ‫ﻟﻮﻗﺖ‬ ‫ﺗﺤﺘﺎج‬.
٢(‫دﻗﯿﻘﺔ‬ ‫ﻏﯿﺮ‬ ‫اﻟﻨﺘﺎﺋﺞ‬ ‫ﯾﻜﻮن‬ ‫وﺑﺎﻟﺘﺎﻟﻲ‬ ‫اﻟﺪراﺳﺔ‬ ‫ﻻﻓﺮاد‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻣﻦ‬ ‫ﺗﺤﯿﺰ‬ ‫ﯾﺤﺪث‬ ‫ﻗﺪ‬.
٣(‫ﺑﺎﺳﺘﻤﺮار‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺟﻤﻊ‬ ‫ﻓﻲ‬ ‫اﻟﺨﺒﺮة‬ ‫ذوي‬ ‫ﻣﻦ‬ ‫ﻣﺆھﻠﯿﻦ‬ ‫اﻟﻰ‬ ‫ﺗﺤﺘﺎج‬.
٢.‫اﻟﺘﺠﺮﯾﺒﯿﺔ‬ ‫اﻟﻄﺮﯾﻘﺔ‬:‫ﺗﻌﺘﺒﺮ‬‫اﻟﻤﺒﺎﺷﺮة‬ ‫واﻟﻤﻼﺣﻈﺔ‬ ‫اﻟﺘﺠﺮﺑﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻌﺘﻤﺪ‬ ‫ﻻﻧﮭﺎ‬ ‫اﻟﻄﺮق‬ ‫ادق‬.
‫دراﺳﺘﮫ‬ ‫ﺳﺒﻖ‬ ‫ﻛﻤﺎ‬ ‫وﻟﻠﺘﺠﺮﺑﺔ‬)‫ﺗﺎﺑﻊ‬ ‫وﻣﺘﻐﯿﺮ‬ ، ‫ﻣﺴﺘﻘﻞ‬ ‫ﻣﺘﻐﯿﺮ‬(‫ﻣﻀﺒﻮﻃﺔ‬ ‫ﻋﻮاﻣﻞ‬ ‫وﻛﺬﻟﻚ‬.
=‫اﻟﻤﺴﺘﻘﻞ‬ ‫اﻟﻤﺘﻐﯿﺮ‬:‫ﻟﻠﺘﺠﺮﺑﺔ‬ ‫وﯾﺨﻀﻌﮫ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﺨﺘﺎره‬ ‫اﻟﺬي‬ ‫اﻟﻤﺘﻐﯿﺮ‬ ‫ھﻮ‬.
=‫اﻟﺘﺎﺑﻊ‬ ‫اﻟﻤﺘﻐﯿﺮ‬:‫اﻟﻤﺴﺘﻘﻞ‬ ‫اﻟﻤﺘﻐﯿﺮ‬ ‫ﻓﻲ‬ ‫ﯾﺆﺛﺮ‬ ‫اﻟﺬي‬ ‫ھﻮ‬.
=‫ﻓﺎﻟ‬‫اﻟﻤﻀﺒﻮﻃﺔ‬ ‫ﻌﻮاﻣﻞ‬:‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺬﻟﻚ‬ ‫ﻟ‬ ‫ﺔ‬ ‫اﻟﺘﺠﺮﺑ‬ ‫ﺎت‬ ‫ﻣﺠﺮﯾ‬ ‫ﻋﻠﻰ‬ ‫وﺑﺎﻟﺘﺎﻟﻲ‬ ‫اﻟﺘﺎﺑﻊ‬ ‫اﻟﻤﺘﻐﯿﺮ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺆﺛﺮ‬ ‫ﻗﺪ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻌﻮاﻣﻞ‬ ‫ھﻲ‬
‫اﻟﻤﻀﺒﻮﻃﺔ‬ ‫اﻟﻌﻮاﻣﻞ‬ ‫ﺿﺒﻂ‬ ‫أي‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻮاﺟﮫ‬ ‫ﺷﺊ‬ ‫اﺻﻌﺐ‬ ‫ﯾﺜﺒﺘﮭﺎ‬ ‫ان‬ ‫اﻟﺒﺎﺣﺚ‬.
-‫؟‬ ‫اﻟﺘﺠﺮﯾﺒﻲ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻓﻲ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻓﯿﮭﺎ‬ ‫ﯾﻘﻊ‬ ‫اﻟﺘﻲ‬ ‫اﻻﺧﻄﺎء‬ ‫ھﻲ‬ ‫ﻣﺎ‬
١(‫اﻟﻤﻀﺒﻮﻃﺔ‬ ‫اﻟﻌﻮاﻣﻞ‬ ‫ﺗﺜﺒﯿﺖ‬ ‫ﻋﺪم‬.
٢(‫ﯾ‬ ‫ﻋﻨﺪﻣﺎ‬‫ﻣﺨﺘﻠﻔﯿﻦ‬ ‫ﻣﺴﺘﻮاھﻤﺎ‬ ‫ﯾﻜﻮن‬ ‫ﻗﺪ‬ ‫ﻣﺠﻤﻮﻋﺘﯿﻦ‬ ‫ﺨﺘﺎر‬.
٣.‫ﺔ‬ ‫اﻟﺘﺎرﯾﺨﯿ‬ ‫اﻟﻄﺮﯾﻘﺔ‬:‫ﺬﯾﻦ‬ ‫اﻟ‬ ‫ﺎن‬ ‫اﻟﻌﯿ‬ ‫ﮭﻮد‬ ‫وﺷ‬ ‫ﺎت‬ ‫واﻟﻤﺨﻄﻮﻃ‬ ‫ﺎر‬ ‫واﻻﺛ‬ ‫ﺐ‬ ‫واﻟﻜﺘ‬ ‫ﻊ‬ ‫اﻟﻤﺮاﺟ‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺎ‬ ‫ﻓﯿﮭ‬ ‫ﺚ‬ ‫اﻟﺒﺎﺣ‬ ‫ﺪ‬ ‫وﯾﻌﺘﻤ‬
‫اﻟﺤﺪث‬ ‫ﻋﺎﺻﺮوا‬.
I(‫اوﻟﯿﺔ‬)‫رﺋﯿﺴﯿﺔ‬: (‫واﻟﻮﺛﺎﺋﻖ‬ ‫واﻟﻤﺨﻄﻮﻃﺎت‬ ‫اﻟﺤﺪث‬ ‫ﻣﻦ‬ ‫اﻟﻤﺘﺒﻘﯿﺔ‬ ‫واﻻﺛﺎر‬ ، ‫ﺑﮭﻢ‬ ‫ﻣﻮﺛﻮق‬ ‫ﻋﯿﺎن‬ ‫ﺷﮭﻮد‬.
II(‫ﺛﺎﻧﻮﯾﺔ‬:‫ﻣﺎ‬‫اﻟﻤﺆﻟﻔﯿﻦ‬ ‫وﻣﺬﻛﺮات‬ ‫واﻟﺼﺤﻒ‬ ‫واﻟﻤﺠﻼت‬ ‫واﻟﻜﺘﺐ‬ ‫اﻟﻤﺮاﺟﻊ‬ ‫ﻓﻲ‬ ‫اﻟﺤﺪث‬ ‫ﻋﻦ‬ ‫ﻛﺘﺐ‬.
=‫ﻲ‬ ‫ﻓ‬ ‫ﺪ‬ ‫ﻧﻌﺘﻤ‬ ‫ﻻﻧﻨﺎ‬ ‫وذﻟﻚ‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫ھﺬه‬ ‫ﻋﯿﻮب‬ ‫ﻣﻦ‬ ‫ﻋﯿﺐ‬ ‫ﯾﻌﺘﺒﺮ‬ ‫وھﺬا‬ ‫اﻟﻔﺮوض‬ ‫ﺗﻮﺿﻊ‬ ‫ﺛﻢ‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺗﺠﻤﻊ‬ ‫اﻟﺒﺤﺚ‬ ‫ھﺬا‬ ‫ﻓﻲ‬
‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺔ‬ ‫ﻣﺒﻨﯿ‬ ‫أي‬ ‫اﻟﻜﺎﺗﺐ‬ ‫ﻧﻈﺮ‬ ‫وﺟﮭﺔ‬ ‫ﻣﻦ‬ ‫ﺗﻌﺘﺒﺮ‬ ‫ﻛﻠﮭﺎ‬ ‫وھﺬه‬ ، ‫واﻟﻜﺘﺐ‬ ‫اﻟﻤﺮاﺟﻊ‬ ‫ﻣﺜﻞ‬ ‫اﻟﻤﺼﺎدر‬ ‫ﻃﺮﯾﻖ‬ ‫ﻋﻦ‬ ‫اﻟﺒﺤﺚ‬‫ﺮوض‬ ‫ﻓ‬
‫ﻣﺴﺒﻘﺔ‬.
**‫اﻟﻄﺮﯾﻘﺔ‬ ‫ھﺬه‬ ‫ﻋﯿﻮب‬:
١.‫ﺗﻌﻤﻢ‬ ‫ﻻ‬ ‫ﻗﺪ‬ ‫ﻧﺘﺎﺋﺠﮭﺎ‬.
٢.‫واﻟﺬاﺗﯿﺔ‬ ‫واﻟﺘﻼﻋﺐ‬ ‫ﻟﻠﺘﺰوﯾﺮ‬ ‫ﻋﺮﺿﺔ‬.
٣.‫اﻟﺘﻨﻔﯿﺬ‬ ‫ﻓﻲ‬ ‫ﻓﺠﻮات‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻮاﺟﮫ‬ ‫ﻗﺪ‬.
٤.‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺟﻤﻊ‬ ‫ﻓﻲ‬ ‫ﻛﺒﯿﺮ‬ ‫وﺟﮭﺪ‬ ‫ﻃﻮﯾﻞ‬ ‫وﻗﺖ‬ ‫اﻟﻰ‬ ‫ﺗﺤﺘﺎج‬ ‫ﻗﺪ‬.
٥.‫اﻟﺒﺎﺣﺚ‬ ‫ﻋﻠﯿﮭﺎ‬ ‫ﯾﻌﺘﻤﺪ‬ ‫ﻗﺪ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻤﺼﺎدر‬ ‫ﻗﻠﺔ‬.
٦.‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺟﻤﻊ‬ ‫ﺑﻌﺪ‬ ‫اﻟﻔﺮوض‬ ‫ﺗﻮﺿﻊ‬.

7. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ٧
٤.‫ﻃﺮﯾﻘﺔ‬‫اﻟﻤﻘﺎرن‬ ‫اﻟﺒﺤﺚ‬:‫اﻛﺜﺮ‬ ‫او‬ ‫ﻣﺘﻐﯿﺮﯾﻦ‬ ‫ﺑﯿﻦ‬ ‫ﻋﻼﻗﺔ‬ ‫ﯾﺪرس‬ ‫ﻓﮭﻮ‬ ‫اﻟﺘﺠﺮﯾﺒﻲ‬ ‫ﺑﺎﻟﺒﺤﺚ‬ ‫اﺷﺒﮫ‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫وھﺬه‬.
‫ﯿﻦ‬ ‫ﺑ‬ ‫ﺔ‬ ‫ﻣﻘﺎرﻧ‬ ‫ﻟﻌﻤﻞ‬ ‫ﻧﻠﺠﺎ‬ ‫ﻓﺎﻧﻨﺎ‬ ‫ﻟﺬﻟﻚ‬ ‫ﻟﻠﺘﺠﺮﺑﺔ‬ ‫اﻟﻤﺴﺘﻘﻞ‬ ‫اﻟﻌﺎﻣﻞ‬ ‫ﻧﺨﻀﻊ‬ ‫ان‬ ‫ﻧﺴﺘﻄﯿﻊ‬ ‫ﻻ‬ ‫اﻧﻨﺎ‬ ‫ﺑﯿﻨﮭﻢ‬ ‫اﻟﻮﺣﯿﺪ‬ ‫واﻟﻔﺮق‬
‫ﻣﺠﻤﻮﻋﺘﯿﻦ‬.
**‫اﻟﻤﻘﺎرن‬ ‫اﻟﺒﺤﺚ‬ ‫ﻓﻲ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﺗﻮاﺟﮫ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺼﻌﻮﺑﺎت‬:
١.‫ﻋ‬ ‫ﯾﺼﻌﺐ‬ ‫ﻗﺪ‬‫ﺣﺴﺎﺳﯿﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺤﺘﻮي‬ ‫اﻟﺘﻲ‬ ‫اﻟﺒﺤﻮث‬ ‫ﻓﻲ‬ ‫وﺧﺎﺻﺔ‬ ‫ﻣﺠﻤﻮﻋﺘﯿﻦ‬ ‫ﺗﺤﺪﯾﺪ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻠﻰ‬.
٢.‫ال‬
٣.‫ﺗﺤﺪﯾﺪھﺎ‬ ‫ﯾﺼﻌﺐ‬ ‫وھﻨﺎ‬ ً‫ا‬‫واﺣﺪ‬ ‫ﻟﯿﺲ‬ ‫اﻟﻤﺴﺘﻘﻞ‬ ‫اﻟﻌﺎﻣﻞ‬ ‫ﯾﻜﻮن‬ ‫ﻗﺪ‬.
**‫اﻻﺳﺎﻟﯿﺐ‬:‫اﻟﺒﺤﺚ‬ ‫ﻗﻮة‬ ‫ﻣﻦ‬ ‫ذﻟﻚ‬ ‫زاد‬ ‫ﻛﻠﮭﺎ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻓﻲ‬ ‫اﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫اﻻﺳﺎﻟﯿﺐ‬ ‫زادت‬ ‫ﻛﻠﻤﺎ‬.
١(‫اﻟﻤﺴﺤﻲ‬ ‫اﻻﺳﻠﻮب‬:‫ﻛ‬ ‫ﻋﺪد‬ ‫اﺗﺠﺎھﺎت‬ ‫او‬ ‫اراء‬ ‫ﺑﻤﺴﺢ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻘﻮم‬‫ﻣﺤﺪدة‬ ‫ﻇﺎھﺮة‬ ‫ﺣﻮل‬ ‫اﻟﻨﺎس‬ ‫ﻣﻦ‬ ‫ﺒﯿﺮ‬.
٢(‫اﻟﺤﺎﻟﺔ‬ ‫دراﺳﺔ‬ ‫اﺳﻠﻮب‬:‫ﺎ‬ ‫ﻣ‬ ‫ﻛﻞ‬ ‫ﺣﻮل‬ ‫اﻟﻨﺎس‬ ‫ﻣﻦ‬ ً‫ا‬‫ﺟﺪ‬ ‫ﻣﺤﺪد‬ ‫ﻋﺪد‬ ‫ﻣﻦ‬ ‫اﻻﺗﺠﺎھﺎت‬ ‫او‬ ‫اﻻراء‬ ‫ﺑﺠﻤﻊ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻘﻮم‬
‫ﺑﺎﻟﻈﺎھﺮة‬ ‫ﯾﺘﻌﻠﻖ‬)‫اﻟﻨﺎس‬ ‫ﻣﻦ‬ ‫ﻣﺤﺪود‬ ‫ﻋﺪد‬ ‫ﻣﻦ‬ ‫ﻟﻠﻈﺎھﺮة‬ ‫ﺷﺎﻣﻠﺔ‬ ‫دراﺳﺔ‬ ‫أي‬. (
‫ﺑﯿﻦ‬ ‫اﻟﻌﻼﻗﺔ‬)١(‫و‬)٢(‫اﻟﻤ‬ ‫اﻻﺳﻠﻮب‬ ‫ﻋﻦ‬ ‫ﺑﺪﯾﻼ‬ ‫ﻟﯿﺲ‬ ‫اﻟﺤﺎﻟﺔ‬ ‫دراﺳﺔ‬ ‫اﺳﻠﻮب‬‫ﻟﮫ‬ ‫ﻣﻜﻤﻼ‬ ‫ﺑﻞ‬ ‫ﺴﺤﻲ‬.
‫ﺗﻌﻤﻢ‬ ‫ﻻ‬ ‫ھﻨﺎ‬ ‫اﻟﻨﺘﺎﺋﺞ‬ ‫ان‬ ‫اﻟﺤﺎﻟﺔ‬ ‫دراﺳﺔ‬ ‫ﺻﻔﺎت‬ ‫وﻣﻦ‬.
٣(‫اﻟﻘﯿﺎس‬ ‫اﺳﻠﻮب‬:‫ﻋﻨﺎﺻﺮ‬ ‫ﺛﻼث‬ ‫ﻟﮫ‬ ‫واﻟﻘﯿﺎس‬:
١-‫اﻟﻘﯿﺎس‬)‫ﺛﺎﺑﺖ‬) (‫ﺑﻮﺣﺪة‬ ‫اﻟﻤﻤﯿﺰ‬ ‫اﻟﻌﺪد‬. (
٢-‫اﻟﻤﻘﺎس‬)‫ﻣﺠﺮد‬ ‫ﻋﺪد‬. (
٣-‫اﻟﻘﯿﺎس‬ ‫وﺣﺪة‬)‫اﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫اﻻداة‬. (
٤(‫اﻟﻤﻀﻤﻮن‬ ‫ﺗﺤﻠﯿﻞ‬ ‫اﺳﻠﻮب‬:‫ﺴﺘ‬ ‫وﯾ‬ ، ‫ﻀﻤﻮن‬ ‫اﻟﻤ‬ ‫ﻧﺤﻠﻞ‬ ‫ﺣﺘﻰ‬ ‫وﯾﺴﺘﺨﺪم‬‫ﻮث‬ ‫اﻟﺒﺤ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﺔ‬ ‫ﺧﺎﺻ‬ ‫ﻠﻮب‬ ‫اﻻﺳ‬ ‫ﺬا‬ ‫ھ‬ ‫ﺨﺪم‬
‫اﻻدﺑﯿﺔ‬.
٥(‫ﺬاﺗﻲ‬ ‫اﻟ‬ ‫ﺮ‬ ‫اﻟﺘﻘﺮﯾ‬ ‫ﻠﻮب‬ ‫اﺳ‬:‫ﻠﻮك‬ ‫ﺳ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﺰ‬ ‫اﻟﺘﺤﯿ‬ ‫او‬ ‫ﺎﺛﯿﺮ‬ ‫اواﻟﺘ‬ ‫ﺎﯾﺰ‬ ‫اﻟﺘﻤ‬ ‫او‬ ‫ﺎﺛﯿﺮ‬ ‫اﻟﺘ‬ ‫ﻢ‬ ‫ﺣﺠ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﻞ‬ ‫ﻟﯿﻘﻠ‬ ‫ﺚ‬ ‫اﻟﺒﺎﺣ‬ ‫ﺎ‬ ‫ﯾﻠﺠ‬
‫اﻟﻤﻔﺤﻮص‬.
‫وﻣﻮﺿﻮﻋﯿﺔ‬ ‫ﻣﺼﺪاﻗﯿﺔ‬ ‫اﻻﺳﺎﻟﯿﺐ‬ ‫اﻓﻀﻞ‬ ‫ﯾﻌﺘﺒﺮ‬ ‫وھﺬا‬.
**‫اﻟﻤﺼﻄﻠﺤﺎت‬ ‫ﻣﺴﺮد‬:
**‫اﻟﺘﺎرﯾﺨﻲ‬ ‫اﻟﺒﺤﺚ‬:‫اﺣﺪاﺛﺎ‬ ‫ﯾﺪرس‬ ‫اﻟﺬي‬ ‫اﻟﺒﺤﺚ‬ ‫ھﻮ‬‫ﻣﻨﮭﺎ‬ ‫اﻟﻤﺴﺘﻔﺎدة‬ ‫واﻟﻌﺒﺮ‬ ‫اﻟﺤﻘﯿﻘﺔ‬ ‫اﻟﻰ‬ ‫اﻟﺘﻮﺻﻞ‬ ‫اﺟﻞ‬ ‫ﻣﻦ‬ ‫ﻣﺎﺿﯿﺔ‬.
**‫اﻟﺤﻘﻠﻲ‬ ‫اﻟﺒﺤﺚ‬)‫اﻟﻤﯿﺪاﻧﻲ‬: (‫ﺣﻘﯿﻘﯿﺔ‬ ‫ﺑﯿﺎﻧﺎت‬ ‫ﻋﻠﻰ‬ ‫واﻟﺤﺼﻮل‬ ‫اﻟﻤﯿﺪان‬ ‫ﻓﻲ‬ ‫اﺟﺮاؤه‬ ‫ﯾﻤﻜﻦ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻣﻦ‬ ‫ﻧﻮع‬ ‫ھﻮ‬.
**‫اﻟﻤﺤﺎﻛﺎة‬ ‫ﺑﺤﺚ‬:‫اﻟﺤﻘﻞ‬ ‫ﻓﻲ‬ ‫اﺟﺮاؤھﺎ‬ ‫ﯾﺘﻌﺬر‬ ‫ﺗﺠﺮﺑﺔ‬ ‫ﻟﻤﺤﺎﻛﺎة‬ ‫اﻟﺤﺎﺳﻮب‬ ‫ﻋﻠﻰ‬ ‫ﯾﺠﺮي‬ ‫ﺑﺤﺜﻲ‬ ‫اﺳﻠﻮب‬ ‫ھﻮ‬.
**‫اﻟﻤﺴ‬ ‫اﻟﺒﺤﺚ‬‫ﺤﻲ‬:‫اﻟﻤﻌﻠﻮﻣﺎت‬ ‫ﻣﻦ‬ ‫ﻣﻤﻜﻦ‬ ‫ﻗﺪر‬ ‫اﻛﺒﺮ‬ ‫ﻋﻨﮭﺎ‬ ‫وﯾﺠﻤﻊ‬ ‫ﻣﺤﺪدة‬ ‫ﺑﻈﺎھﺮة‬ ‫ﯾﮭﺘﻢ‬ ‫ﺑﺤﺚ‬ ‫ھﻮ‬.
**‫ﻮﺟﻲ‬ ‫اﻻﻧﺜﺮوﺑﻮﻟ‬ ‫ﺚ‬ ‫اﻟﺒﺤ‬:‫ﻊ‬ ‫ﺟﻤ‬ ‫ﺪ‬ ‫ﺑﻌ‬ ‫ﯿﺎﺗﮫ‬ ‫ﻓﺮﺿ‬ ‫ﺼﺎغ‬ ‫وﺗ‬ ‫ﺔ‬ ‫اﻻﻧﺜﺮوﺑﻮﻟﻮﺟﯿ‬ ‫ﺔ‬ ‫اﻟﻄﺮﯾﻘ‬ ‫ﮫ‬ ‫ﻓﯿ‬ ‫ﺴﺘﺨﺪم‬ ‫ﺗ‬ ‫ﺬي‬ ‫اﻟ‬ ‫ﺚ‬ ‫اﻟﺒﺤ‬ ‫ﻮ‬ ‫ھ‬
‫ﻣﺒﺪﺋﯿﺔ‬ ‫ﻣﻌﻠﻮﻣﺎت‬.
**‫اﻟﻤﻀﻤﻮن‬ ‫ﺗﺤﻠﯿﻞ‬:‫ﺑﺸﻜﻞ‬ ‫ﻣﺴﻤﻮﻋﺔ‬ ‫او‬ ‫ﻣﻜﺘﻮﺑﺔ‬ ‫ﻧﺼﻮص‬ ‫دراﺳﺔ‬ ‫اﻟﻰ‬ ‫ﯾﮭﺪف‬ ‫ﺑﺤﺜﻲ‬ ‫اﺳﻠﻮب‬ ‫ھﻮ‬‫ﻛﻤﻲ‬.
**‫اﻟﺒﺤﺚ‬ ‫ﺗﺼﻤﯿﻢ‬:‫ﻠﻮب‬ ‫واﺳ‬ ‫ﺬه‬ ‫وﺗﻨﻔﯿ‬ ‫ﮫ‬ ‫ﻋﻨ‬ ‫ﺎت‬ ‫اﻟﻤﻌﻠﻮﻣ‬ ‫ﻊ‬ ‫ﺟﻤ‬ ‫ﺮق‬ ‫وﻃ‬ ‫ﮫ‬ ‫وﻣﺘﻐﯿﺮاﺗ‬ ‫ﺚ‬ ‫اﻟﺒﺤ‬ ‫ﺮ‬ ‫ﻋﻨﺎﺻ‬ ‫ﺪ‬ ‫ﺗﺤﺪﯾ‬ ‫اﺳﻠﻮب‬ ‫ھﻮ‬
‫ﺗﺤﻠﯿﻠﮫ‬.
**‫اﺳﺘﻄﻼﻋﯿﺔ‬ ‫دراﺳﺔ‬:‫ﻮرﺗﮭﺎ‬ ‫ﺻ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﻔﮭﺎ‬ ‫ووﺻ‬ ‫ﯿﺔ‬ ‫اﻻﺳﺎﺳ‬ ‫ﺚ‬ ‫اﻟﺒﺤ‬ ‫اداة‬ ‫ﺪﯾﻞ‬ ‫ﺗﻌ‬ ‫ﻰ‬ ‫اﻟ‬ ‫ﺑﮭﺪف‬ ‫ﻣﺤﺪدة‬ ‫ﻣﺒﺪﺋﯿﺔ‬ ‫دراﺳﺔ‬ ‫ھﻲ‬
‫اﻟﻨﮭﺎﺋﯿﺔ‬.
**‫اﻟﺤﺎﻟﺔ‬ ‫دراﺳﺔ‬:‫د‬ ‫اﻟﻰ‬ ‫ﯾﮭﺪف‬ ‫ﺑﺤﺜﻲ‬ ‫اﺳﻠﻮب‬ ‫ھﻮ‬‫اﻟﻤﻌﻠﻮﻣﺎت‬ ‫ﻣﻦ‬ ‫ﻣﻤﻜﻦ‬ ‫ﻗﺪر‬ ‫اﻛﺒﺮ‬ ‫وﺟﻤﻊ‬ ‫اﻻﻓﺮاد‬ ‫ﻣﻦ‬ ‫ﻗﻠﯿﻞ‬ ‫ﻋﺪد‬ ‫راﺳﺔ‬
‫ﻣﻨﮭﻢ‬ ‫ﻛﻞ‬ ‫ﻋﻦ‬.
**‫اﻻﻧﺜﺮوﺑﻮﻟﻮﺟﯿﺔ‬ ‫اﻟﻄﺮﯾﻘﺔ‬:‫وﻻ‬ ‫ﺴﺘﻤﺮ‬ ‫ﻣ‬ ‫ﺸﻜﻞ‬ ‫ﺑ‬ ‫ﺔ‬ ‫اﻟﺪراﺳ‬ ‫ﺮاد‬ ‫اﻓ‬ ‫ﻦ‬ ‫ﻋ‬ ‫ﺎت‬ ‫اﻟﻤﻌﻠﻮﻣ‬ ‫ﻊ‬ ‫ﺟﻤ‬ ‫ﺎ‬ ‫ﻓﯿﮭ‬ ‫ﺘﻢ‬ ‫ﯾ‬ ‫ﺔ‬ ‫ﺑﺤﺜﯿ‬ ‫ﻃﺮﯾﻘﺔ‬ ‫ھﻲ‬
‫ﻣﺴﺒﻘﺔ‬ ‫ﻓﺮﺿﯿﺎت‬ ‫ﻣﻦ‬ ‫ﺗﻨﻄﻠﻖ‬.
‫اﻟﺮاﺑﻌﺔ‬ ‫اﻟﻮﺣﺪة‬
‫اﻟﺒﺤﺚ‬ ‫ادوات‬
**‫اﻟﻄﺮﯾﻘﺔ‬ ‫اﺧﺘﯿﺎر‬ ‫ﻓﻲ‬ ‫ﺗﺆﺛﺮ‬ ‫اﻻداة‬.‫ھﻲ‬ ‫اﻟﺒﺤﺚ‬ ‫وادوات‬:
-‫اﻻﺳﺘﺒﺎﻧﺔ‬.
-‫اﻟﻤﻼﺣﻈﺔ‬.
-‫اﻟﻤﻘﺎﺑﻠﺔ‬.

8. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ٨
-‫اﻟﺮواﺋﺰ‬)‫اﻻﺧﺘﺒﺎرات‬ ، ‫ﻣﻘﺎﯾﯿﺲ‬. (
=+=‫ھﻨﺎك‬٣‫اﻟﺒﺤﺚ‬ ‫اداة‬ ‫اﺧﺘﯿﺎر‬ ‫ﻓﻲ‬ ‫ﺗﺆﺛﺮ‬ ‫ﻋﻮاﻣﻞ‬:
-‫اﻟﻤﻮﺿﻮع‬ ‫ﻃﺒﯿﻌﺔ‬.
-‫اﻟﺒﺤﺚ‬ ‫ھﺪف‬.
-‫اﻟﺒﺤﺚ‬ ‫ﻃﺮﯾﻘﺔ‬.
‫اوﻻ‬:‫اﻻﺳﺘﺒﯿﺎن‬:‫اﻟﺬات‬ ‫ﻓﻲ‬ ‫ﻋﻤﺎ‬ ‫اﻻﺑﺎﻧﺔ‬ ‫ﻃﻠﺐ‬ ‫ﺗﻌﻨﻰ‬ ‫وھﻲ‬.
‫اﻻﺳﺘﻔﺘﺎء‬ ‫اﻣﺎ‬:‫ﻃﻠﺐ‬ ‫ﻓﮭﻮ‬‫اﺻﺤﺎﺑﮭﺎ‬ ‫ﻣﻦ‬ ‫اﻟﻔﺘﻮى‬.
=‫اﻻداة‬ ‫ھﺬه‬)‫اﻻﺳﺘﺒﯿﺎن‬(‫ﻓﯿﮭﺎ‬ ‫اﻟﺘﻲ‬ ‫واﻻﺳﺘﻄﻼﻋﯿﺔ‬ ‫واﻟﻤﺴﺤﯿﺔ‬ ‫اﻻﻧﺜﺮوﺑﻮﻟﻮﺟﯿﺔ‬ ‫اﻟﺒﺤﻮث‬ ‫ﻓﻲ‬ ‫اﺳﺘﺨﺪاﻣﺎ‬ ‫اﻻدوات‬ ‫اﻛﺜﺮ‬
‫اﻟﻨﺎس‬ ‫اراء‬ ‫ﻣﻦ‬ ‫ﻋﺪد‬ ‫اﻛﺒﺮ‬ ‫ﻧﺎﺧﺬ‬.
***‫اﻻﺳﺘﺒﯿﺎن‬ ‫وﻣﻌﺎﯾﯿﺮ‬ ‫ﺷﺮوط‬:
**‫ﻟﻼﺳﺘﺒﯿﺎن‬ ‫اﻟﺸﻜﻠﯿﺔ‬ ‫اﻟﺼﯿﻐﺔ‬ ‫ﻓﻲ‬ ‫ﻣﺮاﻋﺎﺗﮭﺎ‬ ‫ﯾﺠﺐ‬ ‫ﻣﻌﺎﯾﯿﺮ‬:
١.‫ﺟ‬ ‫اﻻﺳﺘﺒﯿﺎن‬ ‫اﺟﻌﻞ‬‫ﺬاب‬.
٢.‫ﺳﮭﻼ‬ ‫اﻻﺳﺘﺒﯿﺎن‬ ‫ﺗﻌﺒﺌﺔ‬ ‫اﻣﺮ‬ ‫اﺟﻌﻞ‬.
٣.‫واﻻﺳﺌﻠﺔ‬ ‫اﻟﺼﻔﺤﺎت‬ ‫ﺗﺮﻗﯿﻢ‬ ‫ﯾﺠﺐ‬.
٤.‫اﻻﺳﺘﺒﺎﻧﺔ‬ ‫ھﺬه‬ ‫اﻟﯿﮫ‬ ‫اﻟﻤﺮﺳﻠﺔ‬ ‫واﻟﺠﮭﺔ‬ ‫وﻋﻨﻮاﻧﮫ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫اﺳﻢ‬ ‫وﺿﻊ‬ ‫ﯾﺠﺐ‬.
٥.‫اﻻﺳﺘﺒﺎﻧﺔ‬ ‫ﻟﺘﻌﺒﺌﺔ‬ ‫ﻣﺜﺎل‬ ‫وﺿﻊ‬ ‫ﯾﺠﺐ‬.
٦.‫ﺮض‬ ‫وﻟﻐ‬ ‫ﺮﯾﺔ‬ ‫ﺳ‬ ‫ﻊ‬ ‫ﺗﺠﻤ‬ ‫ﻲ‬ ‫اﻟﺘ‬ ‫ﺎت‬ ‫اﻟﺒﯿﺎﻧ‬ ‫ان‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫ﻨﺺ‬ ‫ﺗ‬ ‫ﺎرة‬ ‫ﻋﺒ‬ ‫ﺘﺒﺎﻧﺔ‬ ‫اﻻﺳ‬ ‫ﻀﻤﻦ‬ ‫ﺗﺘ‬ ‫ان‬ ‫ﺐ‬ ‫ﯾﺠ‬
‫ﻟﻠﻨﺸﺮ‬ ‫وﻟﯿﺲ‬ ‫اﻟﺒﺤﺚ‬.
٧.‫اﺑﺪا‬‫واﻟﻤﻤﺘﻌﺔ‬ ‫اﻟﻤﮭﻤﺔ‬ ‫ﺑﺎﻻﺳﺌﻠﺔ‬.
٨.‫اﻣﻜﻦ‬ ‫ﻛﻠﻤﺎ‬ ‫ﻗﺼﯿﺮة‬ ‫اﻻﺳﺘﺒﺎﻧﺔ‬ ‫اﺟﻌﻞ‬.
**‫ﻣﻀﻤﻮن‬ ‫ﻓﻲ‬ ‫ﻣﺮاﻋﺎﺗﮭﺎ‬ ‫ﯾﺠﺐ‬ ‫ﻣﻌﺎﯾﯿﺮ‬)‫ﻣﺤﺘﻮى‬(‫اﻻﺳﺘﺒﯿﺎن‬:
١.‫واﻟﻌﺒﺎرات‬ ‫اﻟﺒﻨﻮد‬ ‫وﺿﻊ‬)‫اﻻﺳﺌﻠﺔ‬(‫ﻓﮭﻤﮭﺎ‬ ‫ﯾﺴﮭﻞ‬ ‫ﺑﺤﯿﺚ‬.
٢.‫اﻟﮭﺪف‬ ‫وﺣﺪاﻧﯿﺔ‬)‫ﻣﺮﻛﺐ‬ ‫اﻟﺒﻨﺪ‬ ‫ﯾﻜﻮن‬ ‫اﻻ‬. (
٣.‫ﻣﻄﺎﻃﯿﺔ‬ ‫اﻟﻔﺎظ‬ ‫اﺳﺘﺨﺪام‬ ‫ﻋﺪم‬)‫اﺣﯿﺎﻧﺎ‬ ، ‫ﺑﻌﺾ‬ ، ‫ﻣﻌﻈﻢ‬. (
٤.‫ﻣﺎﻟﻮﻓﺔ‬ ‫ﻏﯿﺮ‬ ‫ﻓﻨﯿﺔ‬ ‫ﻣﺼﻄﻠﺤﺎت‬ ‫اﺳﺘﺨﺪام‬ ‫ﻋﺪم‬.
٥.‫اﻟﻤﻨﻔﯿﺔ‬ ‫اﻟﺠﻤﻞ‬ ‫اﺳﺘﺨﺪام‬ ‫ﺗﺠﻨﺐ‬.
٦.‫ﺑﺪﻗﺔ‬ ‫اﻟﻘﯿﺎس‬ ‫وﺣﺪة‬ ‫ﺗﺤﺪﯾﺪ‬ ‫ﯾﺠﺐ‬ ‫اﻟﻌﺪدﯾﺔ‬ ‫اﻻﺳﺌﻠﺔ‬ ‫ﻓﻲ‬.
٧.‫واﻗﻌﯿﺔ‬ ‫اﻟﺒﺪاﺋﻞ‬ ‫ﺗﻜﻮن‬ ‫ان‬ ‫ﯾﺠﺐ‬ ‫ﻣﺘﻌﺪد‬ ‫ﻣﻦ‬ ‫اﻻﺧﺘﯿﺎر‬ ‫اﺳﺌﻠﺔ‬ ‫ﻓﻲ‬.
=‫اﻻﺳﺘﺒﯿﺎن‬ ‫ﻣﻦ‬ ‫ﻧﻮﻋﺎن‬ ‫وھﻨﺎك‬:
+‫اﻟﻤﻐﻠﻖ‬:‫واﺟﺎﺑﺎﺗ‬ ‫اﻻﺳﺌﻠﺔ‬ ‫ﻓﯿﮫ‬ ‫ﺗﻜﻮن‬ ‫اﻟﺬي‬ ‫اﻻﺳﺘﺒﯿﺎن‬ ‫وھﻮ‬‫ﻣﺜﻞ‬ ‫اﻻﺳﺘﺒﯿﺎن‬ ‫ﻓﻲ‬ ‫ﻣﻮﺟﻮدة‬ ‫ﮭﺎ‬)‫اﻟﻤﻮﺿﻮﻋﯿﺔ‬ ‫اﻻﺳﺌﻠﺔ‬. (
+‫اﻟﻤﻔﺘﻮح‬:‫اﻻﺳﺘﺒﯿﺎن‬ ‫ﺿﻤﻦ‬ ‫اﺟﻮﺑﺘﮫ‬ ‫ﺗﻮﺟﺪ‬ ‫ﻻ‬ ‫اﻟﺬي‬ ‫وھﻮ‬)‫ﻣﻘﺎﻟﯿﺔ‬ ‫اﺳﺌﻠﺔ‬. (
**‫اﻟﻤﻔﺘﻮح‬ ‫ﻣﺰاﯾﺎ‬:‫واﻻﺟﺎﺑﺔ‬ ‫اﻟﺘﻌﺒﯿﺮ‬ ‫ﺑﺤﺮﯾﺔ‬ ‫ﯾﺘﻤﺘﻊ‬ ‫اﻧﮫ‬.
**‫وﻋﯿﻮﺑﮫ‬:‫اﻟﺘﺤﻠﯿﻞ‬ ‫ﺻﻌﺐ‬.
**‫اﻟﺠﯿﺪة‬ ‫اﻟﺒﺤﺜﯿﺔ‬ ‫اﻻدارة‬ ‫ﻓﻲ‬ ‫ﺗﻮاﻓﺮھﺎ‬ ‫ﯾﺠﺐ‬ ‫ﻣﻌﺎﯾﯿﺮ‬:
١.‫اﻟﺼﺪق‬:‫اﻻداة‬ ‫ﺻﻤﻤﺖ‬ ‫اﺟﻠﮫ‬ ‫ﻣﻦ‬ ‫اﻟﺬي‬ ‫اﻟﻐﺮض‬ ‫ﻗﺎﺳﺖ‬ ‫اذا‬ ‫ﺻﺎدﻗﺔ‬ ‫ﺗﻌﺘﺒﺮ‬.
٢.‫اﻟﺜﺒﺎت‬:‫وﻣﺤﻜﻤﺔ‬ ‫دﻗﯿﻘﺔ‬ ‫اﻟﻤﻘﺎﺳﺔ‬ ‫اﻟﻨﺘﺎﺋﺞ‬ ‫ﻛﺎﻧﺖ‬ ‫اذا‬ ‫ﺛﺎﺑﺘﺔ‬ ‫ﺗﻜﻮن‬.
٣.‫اﻟﻤﻮﺿﻮﻋﯿﺔ‬:‫واﻟﻤﺤﺴﻮﺑﯿﺔ‬ ‫ﻟﻼھﻮاء‬ ‫اﻟﻤﻔﺤﻮص‬ ‫ﻓﯿﮭﺎ‬ ‫ﯾﺨﻀﻊ‬ ‫ﻻ‬.
٤.‫اﻟﻤﻼﺋﻤﺔ‬:‫اﺟﻠﮫ‬ ‫ﻣﻦ‬ ‫اﻟﻤﻌﺪة‬ ‫اﻟﮭﺪف‬ ‫ﺣﻘﻘﺖ‬ ‫اذا‬.
**‫اﻻﺳﺘﺒﯿﺎن‬ ‫ﻣﺰاﯾﺎ‬:
١(‫ﺗﺎﺛﯿﺮ‬ ‫أي‬ ‫دون‬ ‫واﻟﺘﻌﺒﯿﺮ‬ ‫اﻟﺮاي‬ ‫ﺣﺮﯾﺔ‬ ‫ﻟﻠﻤﻔﺤﻮص‬ ‫ﯾﻮﻓﺮ‬.
٢(‫اﻻﺣﺼﺎﺋﯿﺔ‬ ‫اﻟﻨﺎﺣﯿﺔ‬ ‫ﻣﻦ‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺗﺤﻠﯿﻞ‬ ‫ﺳﮭﻮﻟﺔ‬.
٣(‫ﻟﺘﻌﺒﺌﺘﮫ‬ ‫ﻟﻠﻤﻔﺤﻮص‬ ‫ﻛﺎف‬ ‫وﻗﺖ‬ ‫اﻋﻄﺎء‬.
٤(‫واﻟﺠﮭﺪ‬ ‫اﻟﺘﻜﻠﻔﺔ‬ ‫ﻗﻠﺔ‬.
**‫اﻻﺳﺘﺒﯿﺎن‬ ‫ﻋﯿﻮب‬:
١(‫ﻋﻠﯿﮭﺎ‬ ‫ﯾﻌﺘﻤﺪ‬ ‫ﻻ‬ ‫ﻗﺪ‬ ‫اﻟﺒﺤﺚ‬ ‫ادوات‬ ‫ﻣﻦ‬ ‫ﺿﻌﯿﻔﺔ‬ ‫اداة‬ ‫ﯾﻌﺘﺒﺮ‬ ‫اﻻﺳﺘﺒﯿﺎن‬.
٢(‫ﺑ‬ ‫ﻣﺘﻔﺎوﺗﺔ‬ ‫اﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﻋﺪم‬ ‫ﻧﺴﺒﺔ‬‫اﻟﻌﯿﻨﺔ‬ ‫اﻓﺮاد‬ ‫ﯿﻦ‬.

9. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ٩
٣(‫اﻻﺳﺘﺒﯿﺎن‬ ‫ﺗﻌﺒﺌﺔ‬ ‫ﻓﻲ‬ ‫اﺧﺮون‬ ‫ﯾﺘﺪﺧﻞ‬ ‫ﻗﺪ‬.
٤(‫ﺻﺤﯿﺤﺔ‬ ‫ﺑﯿﺎﻧﺎت‬ ‫اﻟﻤﻔﺤﻮص‬ ‫ﯾﻌﻄﻲ‬ ‫ﻻ‬ ‫ﻗﺪ‬.
٥(‫اﺧﺮى‬ ‫ﺑﻠﻐﺎت‬ ‫اﻟﻤﺘﺤﺪﺛﯿﻦ‬ ‫او‬ ‫واﻟﻜﺘﺎﺑﺔ‬ ‫اﻟﻘﺮاءة‬ ‫ﻋﺪﯾﻤﻲ‬ ‫اﻻﺳﺘﺒﯿﺎن‬ ‫ﯾﻨﺎﺳﺐ‬ ‫ﻻ‬.
‫ﺛﺎﻧﯿﺎ‬:‫اﻟﻤﻼﺣﻈﺔ‬:‫اﻟﺘﺠﺮﺑ‬ ‫ﺎت‬ ‫ﻣﺠﺮﯾ‬ ‫ﺣﻮل‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﻟﺠﻤﻊ‬ ‫وﺳﯿﻠﺔ‬ ‫وھﻲ‬ ، ‫واﻟﺘﺎرﯾﺨﯿﺔ‬ ‫اﻟﺘﺠﺮﯾﺒﯿﺔ‬ ‫اﻟﺒﺤﻮث‬ ‫ﻓﻲ‬ ‫ﺗﺴﺘﺨﺪم‬‫ﺔ‬
‫اﻟﺤﺪث‬ ‫او‬.
‫اﻧﻮاع‬ ‫ارﺑﻊ‬ ‫اﻟﻰ‬ ‫اﻟﻤﻼﺣﻈﺔ‬ ‫وﺗﻨﻘﺴﻢ‬:
١.‫ﻣﺒﺎﺷﺮة‬ ‫ﻣﻼﺣﻈﺔ‬:‫ﺴﮫ‬ ‫ﺑﻨﻔ‬ ‫اﻻﻣﻮر‬ ‫او‬ ‫اﻟﺘﺠﺮﺑﺔ‬ ‫ﻣﺠﺮﯾﺎت‬ ‫ﺑﻤﻼﺣﻈﺔ‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺑﺠﻤﻊ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻘﻮم‬ ‫ﺣﯿﺚ‬)‫ﺚ‬ ‫اﻟﺒﺤ‬
‫اﻟﺘﺠﺮﯾﺒﻲ‬. (
٢.‫اﻟﺤﺪث‬ ‫ھﺬا‬ ‫ﻋﻦ‬ ‫ﻛﺘﺐ‬ ‫ﻣﺎ‬ ‫ﯾﻼﺣﻆ‬ ‫أي‬ ‫اﻟﻤﺠﺮﯾﺎت‬ ‫ﯾﺸﺎھﺪ‬ ‫او‬ ‫ﯾﻼﺣﻆ‬ ‫ان‬)‫اﻟﺘﺎرﯾﺨﻲ‬ ‫اﻟﺒﺤﺚ‬. (
٣.‫اﻟﻤﻘﺼﻮدة‬ ‫اﻟﻤﻼﺣﻈﺔ‬:‫ا‬ ‫ﯾﺬھﺐ‬‫اﻟﻤﻜﺎن‬ ‫ھﺬا‬ ‫ﻋﻦ‬ ‫ﺑﯿﺎﻧﺎت‬ ‫ﺟﻤﻊ‬ ‫ﺑﻘﺼﺪ‬ ‫ﻣﻌﯿﻦ‬ ‫ﻟﻤﻜﺎن‬ ‫ﻟﺒﺎﺣﺚ‬.
٤.‫ﻣﻘﺼﻮدة‬ ‫ﻏﯿﺮ‬ ‫ﻣﻼﺣﻈﺔ‬:‫اﻟﺼﺪﻓﺔ‬ ‫ﺑﻄﺮﯾﻖ‬ ‫وھﻲ‬.
=‫اﻟﺒﯿﺎﻧﺎت‬ ‫وﯾﺠﻤﻊ‬ ‫ﯾﻼﺣﻆ‬ ‫اﻟﺬي‬ ‫ھﻮ‬ ‫ﺑﻨﻔﺴﮫ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻻن‬ ‫وذﻟﻚ‬ ‫وادﻗﮭﺎ‬ ‫اھﻤﯿﺔ‬ ‫اﻻدوات‬ ‫اﻛﺜﺮ‬ ‫ﻣﻦ‬ ‫اﻟﻤﻼﺣﻈﺔ‬ ‫ﺗﻌﺘﺒﺮ‬.
**‫اﻟﺠﯿﺪة‬ ‫اﻟﻤﻼﺣﻈﺔ‬ ‫ﻓﻲ‬ ‫ﺗﻮاﻓﺮھﺎ‬ ‫ﯾﺠﺐ‬ ‫ﺷﺮوط‬:
١.‫وزﻣﺎﻧﮭﺎ‬ ‫اﻟﻤﻼﺣﻈﺔ‬ ‫ﻣﺠﺎل‬ ‫ﺗﺤﺪﯾﺪ‬‫وﻣﻜﺎﻧﮭﺎ‬.
٢.‫اﻟﻤﻼﺣﻈﺔ‬ ‫ﻟﺒﻄﺎﻗﺔ‬ ‫ﻣﺴﺒﻖ‬ ‫اﻋﺪاد‬)‫ورﺻﺪ‬ ‫ﻣﻼﺣﻈﺔ‬ ‫ﺻﺤﻔﯿﺔ‬. (
٣.‫اﻻﻣﻮر‬ ‫ﻣﺠﺮﯾﺎت‬ ‫اﺛﻨﺎء‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺗﺪوﯾﻦ‬ ‫ﯾﺠﺐ‬)‫اﻟﺘﺴﺠﯿﻞ‬ ‫ﻓﻲ‬ ‫اﻟﺘﺎﺟﯿﻞ‬ ‫ﻋﺪم‬. (
٤.‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺗﺴﺠﯿﻞ‬ ‫ﻋﻨﺪ‬ ‫اﻟﻤﺼﻮرة‬ ‫او‬ ‫اﻟﻤﺴﺠﻠﺔ‬ ‫اﻻﺷﺮﻃﺔ‬ ‫اﺳﺘﺨﺪام‬ ‫ﯾﻔﻀﻞ‬.
**‫اﻟﻤﻼﺣﻈﺔ‬ ‫ﺗﻨﻔﯿﺬ‬ ‫اﺳﺎﻟﯿﺐ‬:
١.‫اﻟﻤﻮﻗﻒ‬ ‫اﺳﻠﻮب‬:‫اﻟﻤﺆﺗ‬ ‫او‬ ‫اﻟﻤﺤﺎﺿﺮة‬ ‫ﻓﻲ‬‫اﻟﻤﻮﻗﻒ‬ ‫ﺑﺤﻀﻮر‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻘﻮم‬ ‫ﺣﯿﺚ‬ ‫ﻤﺮات‬)‫ﺎء‬ ‫اﻟﻠﻘ‬ ، ‫اﻟﺤﺪﯾﺚ‬ ، ‫اﻟﺘﺠﺮﺑﺔ‬
(‫اﻟﻤﺤﻜﻤﯿﻦ‬ ‫ﻣﻦ‬ ‫ﻟﺠﻨﺔ‬ ‫ﺑﯿﺎﻧﺎت‬ ‫ﻣﻦ‬ ‫ﺟﻤﻊ‬ ‫ﻣﺎ‬ ‫ﺑﺘﺤﻠﯿﻞ‬ ‫ﯾﻘﻮم‬ ‫ﺛﻢ‬ ‫اﻟﻤﻮﻗﻒ‬ ‫ھﺬا‬ ‫ﻓﻲ‬ ‫ﯾﻘﺪم‬ ‫ﻣﺎ‬ ‫ﻛﻞ‬ ‫ﻓﯿﮫ‬ ‫ﯾﺪون‬)٤–٦(‫ﻛﻞ‬ ‫ﯾﻘﻮم‬
‫اﻟﺘﻘﻮﯾﻢ‬ ‫ﻟﮭﺬا‬ ‫اﻟﺤﺴﺎﺑﻲ‬ ‫اﻟﻤﺘﻮﺳﻂ‬ ‫ﯾﺤﺴﺐ‬ ‫ﺛﻢ‬ ‫ﺗﻘﻮﯾﻢ‬ ‫او‬ ‫ﺗﻘﺪﯾﺮ‬ ‫ﺑﻮﺿﻊ‬ ‫ﻣﻨﮭﻢ‬.
**‫اﻟﻤﻼﺣﻈﺔ‬ ‫ﻣﺰاﯾﺎ‬:
١.‫اﻟﺒ‬ ‫دﻗﺔ‬‫ﻛﺒﯿﺮة‬ ‫ﺛﻘﺘﮭﺎ‬ ‫درﺟﺔ‬ ‫وﺑﺎﻟﺘﺎﻟﻲ‬ ‫اﻻداة‬ ‫ھﺬه‬ ‫ﻣﻦ‬ ‫ﯾﺠﻤﻌﮭﺎ‬ ‫اﻟﺘﻲ‬ ‫ﯿﺎﻧﺎت‬.
٢.‫واﻟﺠﮭﺪ‬ ‫اﻟﻮﻗﺖ‬ ‫ﻣﻦ‬ ‫وﺗﺨﺘﺼﺮ‬ ‫ﺗﻮﻓﺮ‬.
٣.‫اﻟﺘﻜﻠﻔﺔ‬ ‫ﻗﻠﺔ‬.
٤.‫ﯾﺴﺠﻞ‬ ‫ﻗﺪ‬ ‫او‬ ‫اﻟﺘﺠﺮﺑﺔ‬ ‫او‬ ‫اﻟﺤﺪث‬ ‫ﯾﺼﻮر‬ ‫ﻗﺪ‬.
**‫اﻟﻤﻼﺣﻈﺔ‬ ‫ﻋﯿﻮب‬:
١.‫اﻟﻤﻼﺣﻈﺔ‬ ‫وﻗﻮي‬ ‫اﻻﻧﺘﺒﺎه‬ ‫ﺷﺪﯾﺪ‬ ‫ﺑﺎﺣﺚ‬ ‫ﯾﺘﻄﻠﺐ‬.
٢.‫اﻟﻨﻘﺎط‬ ‫ﺑﻌﺾ‬ ‫ﺗﺪوﯾﻦ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻋﻠﻰ‬ ‫ﯾﺴﮭﻞ‬ ‫ﻗﺪ‬.
٣.‫ا‬ ‫ﺗﺤﻮﯾﻞ‬ ‫ﯾﺼﻌﺐ‬ ‫ﻗﺪ‬‫رﻗﻤﯿﺔ‬ ‫ﺑﯿﺎﻧﺎت‬ ‫اﻟﻰ‬ ‫اﻟﻮﺻﻔﯿﺔ‬ ‫ﻟﺒﯿﺎﻧﺎت‬.
٤.‫اﻟﻤﻼﺣﻈﺔ‬ ‫ﻟﺼﺤﯿﻔﺔ‬ ‫ﻣﺴﺒﻖ‬ ‫اﻋﺪاد‬ ‫ﺗﺘﻄﻠﺐ‬.
‫ﺛﺎﻟﺜﺎ‬:‫اﻟﻤﻘﺎﺑﻠﺔ‬:‫ﺴﯿﺔ‬ ‫ﻧﻔ‬ ‫ﺔ‬ ‫وﻣﻌﺮﻓ‬ ‫ﻢ‬ ‫ﻓﮭ‬ ‫ﻣﻦ‬ ‫ﯾﺘﺎﻛﺪ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ھﻨﺎ‬ ، ‫ﺑﺸﺮﯾﺔ‬ ‫ﻣﺼﺎدر‬ ‫ﻣﻦ‬ ‫ﺑﯿﺎﻧﺎت‬ ‫ﻟﺠﻤﻊ‬ ‫وﺳﯿﻠﺔ‬ ‫او‬ ‫اداة‬ ‫ﺗﻌﺘﺒﺮ‬
‫اﻟﻤﻔﺤﻮص‬.
١.‫ﺑﺸﺮﯾﺔ‬ ‫ﻣﺼﺎدر‬ ‫ﻣﻦ‬ ‫ﺑﯿﺎﻧﺎت‬ ‫ﺟﻤﻊ‬ ‫اداة‬.
٢.‫وﺻﺪ‬ ‫اﻟﻤﻔﺤﻮص‬ ‫ﻧﻔﺴﯿﺔ‬ ‫ﻣﻦ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻣﻨﮭﺎ‬ ‫ﯾﺘﺎﻛﺪ‬‫اﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﺻﺪق‬ ‫ﻋﺪم‬ ‫او‬ ‫ق‬.
٣.‫ﻣﺴﺒﻖ‬ ‫ﺗﺨﻄﯿﻂ‬ ‫او‬ ‫ﻣﺴﺒﻖ‬ ‫اﻋﺪد‬ ‫ﺗﺘﻄﻠﺐ‬.
٤.‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺟﺎﻣﻊ‬ ‫او‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻣﻦ‬ ‫ﻣﺴﺒﻖ‬ ‫ﺗﺪرﯾﺐ‬ ‫ﺗﺘﻄﻠﺐ‬.
**‫اﻟﻤﻘﺎﺑﻠﺔ‬ ‫ﻣﺮاﺣﻞ‬:
١.‫اﻻﻋﺪاد‬ ‫ﻣﺮﺣﻠﺔ‬:
١(‫ﻣﻘﺎﺑﻠﺘﮭﻢ‬ ‫اﻟﻤﺮاد‬ ‫واﻻﺷﺨﺎص‬ ‫اﻟﻤﻘﺎﺑﻠﺔ‬ ‫ﻣﺠﺎل‬ ‫ﺗﺤﺪﯾﺪ‬.
٢(‫واﻟﻤﻜﺎن‬ ‫اﻟﺰﻣﺎن‬ ‫ﺗﺤﺪﯾﺪ‬.
٣(‫اﻟﻤﻘﺎﺑﻠﺔ‬ ‫ﻻﺳﺌﻠﺔ‬ ‫ﻣﺴﺒﻖ‬ ‫ﺗﺤﺪﯾﺪ‬.
٤(‫اﻟﻤﺮﯾ‬ ‫اﻟﺠﻮ‬ ‫ﺗﻮﻓﯿﺮ‬‫ﻟﻠﻤﻔﺤﻮص‬ ‫واﻟﻤﺎدﯾﺔ‬ ‫اﻟﻨﻔﺴﯿﺔ‬ ‫اﻟﻨﺎﺣﯿﺔ‬ ‫ﻣﻦ‬ ‫ﺢ‬.
٢.‫اﻟﺘﻨﻔﯿﺬ‬ ‫ﻣﺮﺣﻠﺔ‬:
١(‫اﻟﺘﺴﺠﯿﻞ‬ ‫ﻓﻲ‬ ‫اﻻﺳﺘﻐﺮاق‬ ‫ﻋﺪم‬:‫ﺪ‬ ‫ﺑﻌ‬ ‫اﻻ‬ ‫ﺼﻮرة‬ ‫اﻟﻤ‬ ‫او‬ ‫اﻟﻤﺴﺠﻠﺔ‬ ‫اﻻﺷﺮﻃﺔ‬ ‫اﺳﺘﺨﺪام‬ ‫ﯾﺠﻮز‬ ‫ﻻ‬
‫اﻟﻤﻔﺤﻮص‬ ‫ﻣﻮاﻓﻘﺔ‬.

10. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ١٠
**‫اﻟﻤﻘﺎﺑﻠﺔ‬ ‫ﻣﺰاﯾﺎ‬:
١.‫ﻣﻌﺪوﻣﺔ‬ ‫ﺗﻜﻮن‬ ‫ﺗﻜﺎد‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫اﻋﻄﺎء‬ ‫ﻓﻲ‬ ‫اﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﻋﺪم‬ ‫ﻧﺴﺒﺔ‬.
٢.‫اﻻﺳﺘﻔﺴﺎر‬ ‫او‬ ‫اﻟﻐﻤﻮض‬ ‫ﺗﻮﺿﯿﺢ‬‫اﻟﻤﻘﺎﺑﻠﺔ‬ ‫اﺛﻨﺎء‬ ‫اﻟﻤﻔﺤﻮص‬ ‫ﻋﻨﺪ‬ ‫ﯾﺘﺮاود‬ ‫ﻗﺪ‬ ‫اﻟﺬي‬.
٣.‫اﻻﺳﺘﺒﯿﺎن‬ ‫ﻣﻦ‬ ‫ﻋﻠﯿﮭﺎ‬ ‫ﻧﺤﺼﻞ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﻣﻦ‬ ‫دﻗﺔ‬ ‫اﻛﺜﺮ‬ ‫اﻟﺒﯿﺎﻧﺎت‬
٤.‫اﻟﻤﺴﺘﻮﯾﺎت‬ ‫ﺟﻤﯿﻊ‬ ‫ﺗﻨﺎﺳﺐ‬.
**‫اﻟﻤﻘﺎﺑﻠﺔ‬ ‫ﻋﯿﻮب‬:
١.‫اﻟﻤﻔﺤﻮص‬ ‫ﺗﺠﺎه‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﻣﻦ‬ ‫ﯾﺤﺪث‬ ‫ﻗﺪ‬ ‫اﻟﺬي‬ ‫اﻟﺘﺤﯿﺰ‬.
٢.‫اﻟﻤﻘﺎﺑﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺗﺪور‬ ‫اﻟﺘﻲ‬ ‫اﻟﻨﻘﺎط‬ ‫ﺑﻌﺾ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﺪون‬ ‫ﻻ‬ ‫ﻗﺪ‬.
٣.‫ا‬ ‫ﺗﻤﺜﻞ‬ ‫ﻻ‬ ‫ﻗﺪ‬‫اﻟﺪراﺳﺔ‬ ‫ﻣﺠﺘﻤﻊ‬ ‫اﻟﻤﻘﺎﺑﻠﺔ‬ ‫ﻣﻌﮭﺎ‬ ‫ﺗﺠﺮي‬ ‫اﻟﺘﻲ‬ ‫ﻟﻌﯿﻨﺔ‬.
٤.‫ﻧﺴﺒﯿﺎ‬ ‫ﻋﺎﻟﯿﺔ‬ ‫ﺗﻜﻠﻔﺔ‬ ‫اﻟﻰ‬ ‫ﺗﺤﺘﺎج‬.
٥.‫ﻧﺴﺒﯿﺎ‬ ‫ﻛﺒﯿﺮ‬ ‫ﺟﮭﺪ‬ ‫اﻟﻰ‬ ‫ﺗﺤﺘﺎج‬.
‫راﺑﻌﺎ‬:‫اﻟﺮواﺋﺰ‬)‫واﻟﻤﻘﺎﯾﯿﺲ‬ ‫اﻻﺧﺘﺒﺎرات‬(
**‫اﻟﻤﻘﺎﯾﯿﺲ‬) :‫اﻟﺬﻛﺎء‬ ، ‫اﻻﺗﺠﺎھﺎت‬ ، ‫اﻟﺘﻘﺪﯾﺮ‬ ، ‫اﻟﻤﯿﻮل‬. (
‫اﻟﺘﺮﺑﻮﯾﺔ‬ ‫اﻟﺒﺤﻮث‬ ‫ﻓﻲ‬ ‫اﻟﺮواﺋﺰ‬ ‫ﺗﺴﺘﺨﺪم‬)‫ان‬ ‫ذﻟﻚ‬ ‫ﻣﻌﻨﻰ‬ ‫ﻟﯿﺲ‬‫ﻓﻘﻂ‬ ‫اﻟﻨﻮع‬ ‫ھﺬا‬ ‫ﻋﻠﻰ‬ ‫ﺗﻌﺘﻤﺪ‬.
**‫اﻻﺧﺘﺒﺎر‬:‫اﻟﺘﻘﻮﯾﻢ‬ ‫ﻟﻐﺮض‬ ‫ﻗﯿﺎس‬ ‫اداة‬ ‫او‬ ‫ﺗﻘﻮﯾﻢ‬ ‫اداة‬ ‫او‬ ‫وﺳﯿﻠﺔ‬.
‫او‬ ‫ﺎ‬ ‫ﻣﻜﺘﻮﺑ‬ ‫ﻮن‬ ‫ﯾﻜ‬ ‫ﺪ‬ ‫وﻗ‬ ‫ﺮاد‬ ‫اﻻﻓ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺟﻤﺎﻋﺔ‬ ‫او‬ ‫اﻟﻔﺮد‬ ‫ﺗﻌﻄﻲ‬ ‫وﻗﺪ‬ ‫ﻣﺎ‬ ‫ﻇﺎھﺮة‬ ‫ﺣﻮل‬ ‫ﻛﻤﯿﺔ‬ ‫ﺑﯿﺎﻧﺎت‬ ‫ﺟﻤﻊ‬ ‫اﻟﻰ‬ ‫ﺗﮭﺪف‬
‫ﻣﻜﺘﻮب‬ ‫ﻏﯿﺮ‬)‫ﺗﺤﺮﯾﺮي‬–‫ﺷﻔﮭﻲ‬(‫اﻟﺠﻤ‬ ‫او‬ ‫اﻟﻔﺮد‬ ‫ﺑﮭﺎ‬ ‫ﯾﺘﻤﺘﻊ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺪرﺟﺔ‬ ‫ﻟﺘﺤﺪﯾﺪ‬ ‫وذﻟﻚ‬‫ﺎﻋﺔ‬.
**‫اﻻﺧﺘﺒﺎر‬ ‫اﻏﺮاض‬:
١.‫اﻟﺘﻘﺪﯾﺮ‬.
٢.‫اﻟﺘﻨﺒﺆ‬.
٣.‫اﻟﺘﺸﺨﯿﺺ‬.
٤.‫اﻟﺴﻤﺎت‬ ‫ﻗﯿﺎس‬.
١.‫اﻟﺘﻘﺪﯾﺮ‬)‫اﻟﺘﺤﺼﯿﻠﯿﺔ‬ ‫اﻻﺧﺘﺒﺎرات‬: (‫اﻟﺸﺨﺺ‬ ‫ﺗﻘﺪﯾﺮ‬ ‫ﻣﻨﮭﺎ‬ ‫واﻟﻐﺮض‬.
٢.‫اﻟﺘﺸﺨﯿﺺ‬:‫اﻟﻘﻮة‬ ‫وﻧﻘﺎط‬ ‫اﻟﻀﻌﻒ‬ ‫ﻧﻘﺎط‬ ‫ﺗﺤﺪﯾﺪ‬.
=‫ﺿﻮﺋﮭﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺒﻨﻰ‬ ‫ﻟﻜﻲ‬ ‫اﻟﺘﺸﺨﯿﺼﯿﺔ‬ ‫اﻻﺧﺘﺒﺎرات‬ ‫ﻓﻲ‬ ‫درﺟﺎت‬ ‫ﻟﻮﺿﻊ‬ ‫داﻋﻲ‬ ‫ﻻ‬.
٣.‫اﻟﺘﻨﺒﺆ‬) :‫اﺧﺘ‬ ‫ﻣﺜﻞ‬‫واﻻﺳﺘﻌﺪاد‬ ‫اﻟﻤﯿﻮل‬ ‫ﺒﺎرات‬(‫ﻟﻠﻄﻼب‬ ‫اﻟﻤﺴﺘﻘﺒﻠﯿﺔ‬ ‫ﺑﺎﻟﺤﺎﻻت‬ ‫ﯾﺘﻨﺒﺊ‬
٤.‫اﻟﺴﻤﺎت‬ ‫ﻗﯿﺎس‬:‫واﻟﻌﺪوان‬ ‫واﻟﺨﺠﻞ‬ ‫اﻻﻧﻄﻮاء‬ ‫ﻣﺜﻞ‬ ‫اﻟﻨﻔﺴﯿﺔ‬ ‫اﻟﺴﻤﺎت‬ ‫ﻗﯿﺎس‬ ‫وذﻟﻚ‬.
‫اﻻﺧﺘﺒﺎرات‬ ‫ﺑﮭﺬه‬ ‫ﯾﻘﻮﻣﻮن‬ ‫ﻣﻦ‬ ‫اﻟﻨﻔﺲ‬ ‫اﺧﺼﺎﺋﻲ‬.
**‫ﻟﻼﺧﺘﺒﺎر‬ ‫اﻻﺣﺼﺎﺋﯿﺔ‬ ‫اﻟﻤﻘﺎﯾﯿﺲ‬:
١.‫اﻟﻤﺮﻛﺰﯾﺔ‬ ‫اﻟﻨﺰﻋﺔ‬:‫ﻣﻌﯿﻨﺔ‬ ‫ﻗﯿﻢ‬ ‫ﻧﺤﻮ‬ ‫ﻟﻠﺘﺠﻤﻊ‬ ‫اﻟﻌﻼﻣﺎت‬ ‫ﻣﯿﻞ‬‫اﻟﻤﻨﻮال‬ ، ‫اﻟﻮﺳﯿﻂ‬ ، ‫اﻟﻮﺳﻂ‬ ‫ﺑﺎﺳﺘﺨﺪام‬.
‫اﻟﻤﺮﻛﺰﯾﺔ‬ ‫اﻟﻨﺰﻋﺔ‬ ‫ﻣﻘﺎﯾﯿﺲ‬ ‫اﺳﮭﻞ‬ ‫اﻟﻮﺳﻂ‬ ‫وﯾﻌﺘﺒﺮ‬.
٢.‫اﻟﺘﺸﺘﺖ‬:‫ﻣﻘﺎﯾﯿﺴﮭﺎ‬ ‫اھﻢ‬ ‫اﻟﻌﻼﻣﺎت‬ ‫ﺑﯿﻦ‬ ‫اﻟﺘﺒﺎﻋﺪ‬:‫اﻟﻤﻌﯿﺎري‬ ‫اﻻﻧﺤﺮاف‬.
‫اﻟﺨﺎﻣﺴﺔ‬ ‫اﻟﻮﺣﺪة‬
‫واﻟﻌﯿﻨﺔ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻣﺠﺘﻤﻊ‬
=‫ھﻤﺎ‬ ‫رﺋﯿﺴﯿﻦ‬ ‫ﺻﻨﻔﯿﻦ‬ ‫اﻟﻰ‬ ‫اﻟﻌﯿﻨﺎت‬ ‫ﺗﺼﻨﯿﻒ‬ ‫ﯾﻤﻜﻦ‬:
I(‫ﻛﻞ‬ ‫وﺗﻀﻢ‬ ‫اﺣﺘﻤﺎﻟﯿﺔ‬ ‫ﻋﺸﻮاﺋﯿﺔ‬ ‫ﻋﯿﻨﺎت‬‫ﻣﻦ‬:
١-‫اﻟﺒﺴﯿﻄﺔ‬ ‫اﻟﻌﺸﻮاﺋﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬.
٢-‫اﻟﻤﻨﺘﻈﻤﺔ‬ ‫اﻟﻌﯿﻨﺔ‬.
٣-‫اﻟﻄﺒﻘﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬.
٤-‫اﻟﻌﻨﻘﻮدﯾﺔ‬ ‫اﻟﻌﯿﻨﺔ‬.
II(‫اﺣﺘﻤﺎﻟﯿﺔ‬ ‫ﻏﯿﺮ‬ ‫ﻋﺸﻮاﺋﯿﺔ‬ ‫ﻏﯿﺮ‬ ‫ﻋﯿﻨﺎت‬:‫ﻞ‬ ‫ﻛ‬ ‫ﻀﻢ‬ ‫وﺗ‬ ‫ﺔ‬ ‫اﺣﺘﻤﺎﻟﯿ‬ ‫ﻮاﻧﯿﻦ‬ ‫ﻗ‬ ‫أي‬ ‫اﻟﻰ‬ ‫اﺧﺘﯿﺎرھﺎ‬ ‫ﯾﺨﻀﻊ‬ ‫ﻻ‬ ‫اﻟﺘﻲ‬ ‫وھﻲ‬
‫ﻣﻦ‬:
١-‫اﻟﺤﺼﺼﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬.
٢-‫اﻟﺼﺪﻓﺔ‬ ‫ﻋﯿﻨﺔ‬.

11. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ١١
٣-‫اﻟﻐﺮﺿﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬.
٤-‫اﻟﺜﻠﺠﯿﺔ‬ ‫اﻟﻜﺮة‬ ‫ﻋﯿﻨﺔ‬.
‫اوﻻ‬:‫اﻻﺣﺘﻤﺎﻟﯿﺔ‬ ‫اﻟﻌﺸﻮاﺋﯿﺔ‬ ‫اﻟﻌﯿﻨﺎت‬:‫اﺣﺘﻤﺎﻟﯿﺔ‬ ‫ﻗﻮاﻧﯿﻦ‬ ‫اﻟﻰ‬ ‫اﺧﺘﯿﺎرھﺎ‬ ‫ﯾﺨﻀﻊ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻌﯿﻨﺎت‬ ‫ﺗﻠﻚ‬ ‫وھﻲ‬.
١.‫اﻟﺒﺴﯿﻄﺔ‬ ‫اﻟﻌﺸﻮاﺋﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬:‫ﺟﻤﯿﻊ‬ ‫ﺗﻜﻮن‬ ‫ﺑﺤﯿﺚ‬ ‫اﺧﺘﯿﺎرھﺎ‬ ‫ﯾﺘﻢ‬ ‫ﻣﺤﺪد‬ ‫ﺑﺤﺠﻢ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﻣﻦ‬ ‫ﺟﺰﺋﯿﺔ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ھﻲ‬
‫ﺣﺴﺎﺑﮭﺎ‬ ‫وﯾﻤﻜﻦ‬ ‫اﻟﺤﺠﻢ‬ ‫ﻧﻔﺲ‬ ‫ذات‬ ‫اﻟﻤﺠﻤﻮﻋﺎت‬:
N=‫اﻟﻤﺠﺘﻤﻊ‬ ‫اﻓﺮاد‬ ‫ﻋﺪد‬.
n=‫ﻋ‬‫اﻟﻌﯿﻨﺔ‬ ‫اﻓﺮاد‬ ‫ﺪد‬.
‫ﯾﻠﻲ‬ ‫ﻛﻤﺎ‬ ‫اﻟﻌﺸﻮاﺋﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫اﺧﺘﯿﺎر‬ ‫وﯾﺘﻢ‬:
=‫ﺻﻔﺮ‬ ‫ﻣﻦ‬ ‫ﯾﺒﺪا‬ ‫ﻣﺘﺴﻠﺴﻼ‬ ‫رﻗﻤﺎ‬ ‫اﻟﺪراﺳﺔ‬ ‫ﻋﻨﺎﺻﺮ‬ ‫ﻣﻦ‬ ‫ﻋﻨﺼﺮ‬ ‫ﻛﻞ‬ ‫ﯾﻌﻄﻰ‬……N-1.
‫ﻣﺜﺎل‬:‫اﻻﺣﺼﺎء‬ ‫ﻣﻘﺮر‬ ‫ﻓﻲ‬ ‫اﻟﻤﺴﺠﻠﯿﻦ‬ ‫اﻟﻄﻠﺒﺔ‬ ‫ﻋﺪد‬٥٠٠‫ﺣﺠﻤﮭﺎ‬ ‫ﺑﺴﯿﻄﺔ‬ ‫ﻋﺸﻮاﺋﯿﺔ‬ ‫ﻋﯿﻨﺔ‬ ‫اﺧﺘﯿﺎر‬ ‫اﻟﻤﻄﻠﻮب‬ ، ‫ﻃﺎﻟﺐ‬١٥
‫ﻃﺎﻟﺐ‬.
‫اﻟﺤﻞ‬:‫ﻣﺘ‬ ‫ارﻗﺎﻣﺎ‬ ‫اﻟﻄﻠﺒﺔ‬ ‫ﻧﻌﻄﻲ‬‫اﻟﺼﻔﺮ‬ ‫ﻣﻦ‬ ‫ﺗﺒﺪا‬ ‫ﺴﻠﺴﻠﺔ‬….N-1‫ﻻن‬ ‫ﻣﻨﺎزل‬ ‫ﺛﻼث‬ ‫ﻣﻦ‬ ‫ﻣﻜﻮﻧﺔ‬٥٠٠‫ﻼث‬ ‫ﺛ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﻮن‬ ‫ﻣﻜ‬
‫ﻛﺎﻟﺘﺎﻟﻲ‬ ‫ﻣﻨﺎزل‬:
000 , 001 , 002 , …………………… 499
‫ﻼث‬ ‫ﺛ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺮﻗﻢ‬ ‫ﻟﻠ‬ ‫ﺮ‬ ‫ﻧﻨﻈ‬ ‫ﺴﺎر‬ ‫اﻟﯿ‬ ‫ﻦ‬ ‫ﻣ‬ ‫اﻻول‬ ‫ﺜﻼ‬ ‫ﻣ‬ ‫ﻮد‬ ‫ﻋﻤ‬ ‫أي‬ ‫ﺎر‬ ‫اﺧﺘﯿ‬ ‫ﻖ‬ ‫ﺣ‬ ‫ﺎ‬ ‫ﻟﻨ‬ ‫اﻟﻌﺸﻮاﺋﯿﺔ‬ ‫اﻟﺠﺪاول‬ ‫ﻃﺮﯾﻖ‬ ‫ﻋﻦ‬ ‫ﺛﻢ‬
‫ﺿﻤﻦ‬ ‫ﯾﻘﻊ‬ ‫ﻛﺎن‬ ‫ﻓﺎن‬ ‫ﻣﻨﺎزل‬N‫ﻧﺮﻓﻀﮫ‬ ‫ﯾﻘﻊ‬ ‫ﻟﻢ‬ ‫وان‬ ، ‫ﻧﺎﺧﺬه‬.
٢.‫اﻟﻤﻨﺘﻈﻤﺔ‬ ‫اﻟﻌﯿﻨﺔ‬:‫او‬ ‫اﻻﻃﺎر‬ ‫ﻓﻲ‬ ‫ﻋﻨﺼﺮ‬ ‫ﻋﺎﺷﺮ‬ ‫ﻛﻞ‬ ‫ﻧﺎﺧﺬ‬ ‫ﻛﺄن‬ ، ‫ﻣﻌﯿﻦ‬ ‫ﺗﺮﺗﯿﺐ‬ ‫وﻓﻖ‬ ‫اﻻﻃﺎر‬ ‫ﻣﻦ‬ ‫ﺗﺨﺘﺎر‬ ‫ﻋﯿﻨﺔ‬ ‫ھﻲ‬
‫ﺷﺎﺑﮫ‬ ‫ﻣﺎ‬.
‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻟﻄﺮق‬ ‫ﺣﺴﺐ‬ ‫اﺧﺘﯿﺎرھﺎ‬ ‫وﯾﺘﻢ‬:
=‫ﻣﺜﻼ‬:1000 – N،200 – n.
=‫اﻟﻤﻨﺘﻈﻤﺔ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ﻛﺎﻧﺖ‬ ‫اذا‬٥‫ﻣﻦ‬ ‫اﻻرﻗﺎم‬ ‫اﺣﺪ‬ ‫ھﻨﺎ‬ ‫ﻓﻨﺨﺘﺎر‬٥-١‫وﻟﯿﻜﻦ‬٢‫اﻟﻔﺮد‬ ‫ھﻮ‬ ‫ﻓﯿﻜﻮن‬‫ﻟﮫ‬ ‫ﯾﻀﺎف‬ ‫ﺛﻢ‬ ‫اﻻول‬٥
‫وھﻜﺬا‬.
٢،٧،١٢،١٧‫وھﻜﺬا‬.
٣.‫اﻟﻄﺒﻘﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬:‫ﺎت‬ ‫ﻃﺒﻘ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺔ‬ ‫ﻃﺒﻘ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺎ‬ ‫ﻣﻨﮭ‬ ‫ﻞ‬ ‫ﻛ‬ ‫ﺎر‬ ‫ﻧﺨﺘ‬ ‫ﺑﺴﯿﻄﺔ‬ ‫ﻋﺸﻮاﺋﯿﺔ‬ ‫ﻋﯿﻨﺎت‬ ‫ﻋﺪة‬ ‫ﻣﻦ‬ ‫ﻣﻜﻮﻧﺔ‬ ‫ﻋﯿﻨﺔ‬ ‫ھﻲ‬
‫اﻟﻤﺠﺘﻤﻊ‬.
‫ﻃﺒﻘﺎت‬ ‫اﻟﻰ‬ ‫ﻣﻘﺴﻢ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﯾﻜﻮن‬ ‫ﻋﻨﺪﻣﺎ‬ ‫اﻟﻄﺒﻘﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫اﻟﻰ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻠﺠﺎ‬.
‫اﻟﺒﺴﯿ‬ ‫ﻣﻦ‬ ‫دﻗﺔ‬ ‫اﻛﺜﺮ‬ ‫اﻟﻄﺒﻘﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ﻣﯿﺰة‬‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﺗﻤﺜﯿﻞ‬ ‫ﻓﻲ‬ ‫دﻗﺔ‬ ‫اﻛﺜﺮ‬ ‫ﻻﻧﮭﺎ‬ ‫واﻟﻤﻨﺘﻈﻤﺔ‬ ‫ﻄﺔ‬.
‫ﻛﺎﻟﺘﺎﻟﻲ‬ ‫ﺣﺴﺎﺑﮭﺎ‬ ‫وﯾﺘﻢ‬:
‫ﻣﺜﺎل‬:‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻟﺘﺨﺼﺼﺎت‬ ‫ﺣﺴﺐ‬ ‫ﻣﻮزﻋﯿﻦ‬ ‫اﻟﺠﺎﻣﻌﺔ‬ ‫ﻓﻲ‬ ‫اﻻوﻟﻰ‬ ‫اﻟﺴﻨﺔ‬ ‫ﻃﻼب‬ ‫ﻛﺎن‬ ‫اذا‬:
‫اﻻدارة‬٢٠٠‫اﻟﺘﻨﻤﯿﺔ‬ ،١٥٠‫اﻟﺤﺎﺳﻮب‬ ،١٥٠‫اﻟﻤﻄﻠﻮب‬ ،:‫ﺣﺠﻤﮭﺎ‬ ‫ﻋﯿﻨﺔ‬ ‫اﺧﺘﯿﺎر‬١٠٠‫اﻟﻌﯿﻨﺔ‬ ‫ﺑﻄﺮﯾﻘﺔ‬ ‫ﻃﺎﻟﺐ‬
‫؟‬ ‫اﻟﻄﺒﻘﯿﺔ‬
‫اﻟﺤﻞ‬:N = N1 + N2 + N3
= 200 + 150 + 150 = 500
‫اﻟﻌﯿﻨﺔ‬ ‫اﻓﺮاد‬ ‫ﻋﺪد‬ ‫وﻟﺤﺴﺎب‬=N1n
N
‫اﻻدارة‬ ‫ﻋﯿﻨﺔ‬ ‫اﻓﺮاد‬ ‫ﻋﺪد‬) =٢٠٠÷٥٠٠(١٠٠=٤٠
‫اﻟﺘﻨﻤﯿﺔ‬ ‫ﻋﯿﻨﺔ‬ ‫اﻓﺮاد‬ ‫ﻋﺪد‬) =١٥٠÷٥٠٠(١٠٠=٣٠
‫اﻟﺤﺎﺳﻮب‬ ‫ﻋﯿﻨﺔ‬ ‫اﻓﺮاد‬ ‫ﻋﺪد‬) =١٥٠÷٥٠٠(١٠٠=٣٠
‫اﻟ‬ ‫ﻧﺤﺴﺐ‬ ‫واﻻن‬‫اﻟﺒﺴﯿﻄﺔ‬ ‫اﻟﻌﺸﻮاﺋﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺟﺎء‬ ‫ﻛﻤﺎ‬ ‫ﻌﯿﻨﺔ‬
‫اﻻدارة‬N1=٢٠٠
000 , 001 , ……… , 199
‫ﻧﺨﺘﺎر‬٤٠‫ﻃﺎﻟﺐ‬.
‫ﻣﺜﺎل‬:‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻻﻣﺮاض‬ ‫ﺣﺴﺐ‬ ‫ﻣﻮزﻋﯿﻦ‬ ‫اﻟﻤﺴﺘﺸﻔﯿﺎت‬ ‫اﺣﺪ‬ ‫ﻧﺰﻻء‬ ‫ﻛﺎن‬ ‫اذا‬:
‫اﻟﻘﻠﺐ‬ ‫اﻟﺒﺎﻃﻨﺔ‬ ‫اﻟﺴﻜﺮي‬ ‫اﻟﻀﻐﻂ‬
٢٠٠ ١٥٠ ١٨٠ ١٢٠
‫اﻟﻤﻄﻠﻮب‬:‫ﺣﺠﻤﮭﺎ‬ ‫ﻋﯿﻨﺔ‬ ‫اﺧﺘﯿﺎر‬٢٠%‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﻣﻦ‬‫اﻟﻌﺸﻮاﺋﯿﺔ؟‬ ‫اﻟﻄﺒﻘﯿﺔ‬ ‫اﻟﻤﻌﺎﯾﻨﺔ‬ ‫ﺑﻄﺮﯾﻘﺔ‬

12. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ١٢
‫اﻟﺤﻞ‬:‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﺣﺠﻢ‬ ‫ﻧﻮﺟﺪ‬N.
N = 200+150+180+120 = 650
‫اﻻن‬ ‫ﻧﺤﺴﺐ‬n
) =٢٠÷١٠٠(٦٥٠=١٣٠.
‫اﻟﻘﻠﺐ‬ ‫ﻣﺮﺿﻰ‬ ‫ﻋﯿﻨﺔ‬ ‫ﺣﺠﻢ‬ ‫ﻧﻮﺟﺪ‬n=٢٠٠
٤.‫اﻟﻌﻨﻘﻮدﯾﺔ‬ ‫اﻟﻌﯿﻨﺔ‬:‫ان‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺪﻻ‬ ‫ﺑ‬ ‫ﺪ‬ ‫ﻋﻨﺎﻗﯿ‬ ‫ﺔ‬ ‫اﻟﻤﻌﺎﯾﻨ‬ ‫ﮫ‬ ‫وﺣﺪاﺗ‬ ‫ﻮن‬ ‫ﺗﻜ‬ ‫ﺚ‬ ‫ﺑﺤﯿ‬ ‫ﻊ‬ ‫اﻟﻤﺠﺘﻤ‬ ‫ﻣﻦ‬ ‫ﺗﺨﺘﺎر‬ ‫ﻋﯿﻨﺔ‬ ‫ھﻲ‬‫ﻮن‬ ‫ﺗﻜ‬
‫ﻋﻨﺎﺻﺮ‬.
‫ﻞ‬ ‫وﻛ‬ ‫ﻮد‬ ‫ﻋﻨﻘ‬ ‫ﺴﻤﯿﮫ‬ ‫ﯾ‬ ‫ﺴﻢ‬ ‫ﻗ‬ ‫ﻞ‬ ‫ﻛ‬ ‫ﺴﺎم‬ ‫اﻗ‬ ‫ﻰ‬ ‫اﻟ‬ ‫ﺚ‬ ‫اﻟﺒﺎﺣ‬ ‫ﯾﻘﺴﻤﮫ‬ ‫ﺣﯿﺚ‬ ً‫ا‬‫ﺟﺪ‬ ‫ﻛﺒﯿﺮ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﯾﻜﻮن‬ ‫ﺣﺎﻟﺔ‬ ‫ﻓﻲ‬ ‫وﺗﺴﺘﺨﺪم‬
‫ﯾﺨﺘﺎرھﺎ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫اﻟﻰ‬ ‫ﯾﺼﻞ‬ ‫ان‬ ‫اﻟﻰ‬ ‫اﺟﺰاء‬ ‫اﻟﻰ‬ ‫ﯾﻘﺴﻤﮫ‬ ‫ﻋﻨﻘﻮد‬.
‫ﻊ‬ ‫اﻟﻤﺠﺘﻤ‬ ‫ﻮن‬ ‫ﻛ‬ ‫ﺣﺎﻟﺔ‬ ‫ﻓﻲ‬ ‫اﻻﺳﺘﻘﻼﻟﯿﺔ‬ ‫ﻟﻠﺪراﺳﺎت‬ ‫وﺗﻨﻔﻊ‬ ‫ﻋﺸﻮاﺋﯿﺔ‬ ‫ﺑﻄﺮﯾﻘﺔ‬ ‫ﯾﺘﻢ‬ ‫اﻻﺧﺘﯿﺎر‬ ‫ﻻن‬ ‫ﻋﺸﻮاﺋﯿﺔ‬ ‫وﺳﻤﯿﺖ‬
‫ﻛﺒ‬ً‫ا‬‫ﺟﺪ‬ ‫ﯿﺮ‬.
‫ﺛﺎﻧﯿﺎ‬:‫اﻻﺣﺘﻤﺎﻟﯿﺔ‬ ‫ﻏﯿﺮ‬ ‫اﻟﻌﯿﻨﺎت‬)‫ﻋﺸﻮاﺋﯿﺔ‬ ‫اﻟﻐﯿﺮ‬(:‫ﻲ‬ ‫اﻟﺘ‬ ‫ﺎﻻت‬ ‫اﻟﺤ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﺔ‬ ‫اﺣﺘﻤﺎﻟﯿ‬ ‫ﺮ‬ ‫ﻏﯿ‬ ‫ﻋﯿﻨﺔ‬ ‫اﺧﺘﯿﺎر‬ ‫اﻟﻰ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻠﺠﺎ‬
‫وﻋﺪدھﻢ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫اﻓﺮاد‬ ‫ﻣﻌﺮﻓﺔ‬ ‫ﻓﯿﮭﺎ‬ ‫ﯾﺼﻌﺐ‬.
‫اﻟﻌﯿﻨﺎت‬ ‫ھﺬه‬ ‫اﺑﺮز‬ ‫وﻣﻦ‬:
١.‫اﻟﺤﺼﺼﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬:‫ﯾﺘ‬ ‫اﻟﻄﺒﻘﯿﺔ‬ ‫ﻓﻲ‬ ‫ان‬ ‫ﺑﯿﻨﮭﻤﺎ‬ ‫واﻟﻔﺮق‬ ‫اﻟﺒﻄﺜﯿﺔ‬ ‫ﺑﺎﻟﻌﯿﻨﺔ‬ ‫ﺗﻤﺎﻣﺎ‬ ‫اﺷﺒﮫ‬‫ﻧﺴﺐ‬ ‫وﻓﻖ‬ ‫اﻻﺧﺘﯿﺎر‬ ‫ﻢ‬.‫اﻣﺎ‬
ً‫ا‬‫ﻗﺼﺪ‬ ‫او‬ ‫اﻟﺼﺪﻓﺔ‬ ‫وﻓﻖ‬ ‫اﻻﺧﺘﯿﺎر‬ ‫ﻓﯿﺘﻢ‬ ‫اﻟﺤﺼﺼﯿﺔ‬ ‫ﻓﻲ‬.
‫اﻟﻄﺒﻘﺔ‬ ‫ھﺬه‬ ‫ﻋﯿﺐ‬:‫اﻟﺪراﺳﺔ‬ ‫ﻣﺠﺘﻤﻊ‬ ‫ﺗﻤﺜﻞ‬ ‫ﻻ‬ ‫ﻗﺪ‬ ‫ﻻﻧﮭﺎ‬ ‫ﺗﻌﻤﻢ‬ ‫ﻻ‬ ‫ﻗﺪ‬ ‫ﻧﺘﺎﺋﺠﮭﺎ‬ ‫ان‬.
٢.‫اﻟﺼﺪﻓﺔ‬ ‫ﻋﯿﻨﺔ‬:‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﻣﻨﮭﻢ‬ ‫ﯾﺠﻤﻊ‬ ‫اﻟﺬﯾﻦ‬ ‫ﺑﺎﻻﻓﺮاد‬ ‫ﻣﺴﺒﻖ‬ ‫ﻋﻠﻢ‬ ‫ﻋﻠﻰ‬ ‫ﯾﻜﻮن‬ ‫وﻻ‬ ‫ﺻﺪﻓﺔ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﺨﺘﺎرھﺎ‬ ‫ﻋﯿﻨﺔ‬
.‫ھﺬا‬ ‫ﺗﺤﺖ‬ ‫وﯾﻨﺪرج‬‫ھﻲ‬ ‫اﻣﻮر‬ ‫ﺛﻼﺛﺔ‬ ‫اﻟﻌﯿﻨﺎت‬ ‫ﻣﻦ‬ ‫اﻟﻨﻮع‬:
١(‫اﻟﻤﻌﺎﯾﻨﺔ‬ ‫وﺣﺪات‬ ‫ﻣﻦ‬ ‫ﻣﺸﺎھﺪات‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮل‬ ‫اﻟﻄﺮق‬ ‫اﺳﮭﻞ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫اھﺘﻤﺎم‬ ‫ﯾﻨﺼﺐ‬ ‫ﻗﺪ‬.
٢(‫ﯾﺨﺘﺎروﻧﮭﺎ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫اﻓﺮاد‬ ‫ﺑﻌﺾ‬ ‫اﺳﺘﺠﺎﺑﺔ‬ ‫ﻋﺪم‬ ‫ﻣﺸﻜﻠﺔ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻮاﺟﮫ‬ ‫ﻗﺪ‬.
٣(‫اﻟﻤﺘﻮاﺟﺪة‬ ‫ﺑﺎﻟﻌﯿﻨﺔ‬ ‫ﯾﺴﻤﻰ‬ ‫ﻣﺎ‬ ‫اﻟﻄﺒﯿﺔ‬ ‫اﻟﻌﻠﻮم‬ ‫ﻓﻲ‬ ً‫ا‬‫اﻧﺘﺸﺎر‬ ‫اﻟﻤﻌﺎﯾﻨﺔ‬ ‫ﻃﺮق‬ ‫اﺷﮭﺮ‬ ‫ﻣﻦ‬ ‫ان‬)‫اﻟﻤﺘﻮﻓﺮة‬(‫ﯾﺮاﺟﻊ‬ ‫ﺣﯿﺚ‬
‫ﻰ‬ ‫اﻟﻤﺮﺿ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﻣﻌﯿﻦ‬ ‫ﻧﻮع‬ ‫ﻟﺪراﺳﺔ‬ ‫ﻋﯿﻨﺔ‬ ‫اﻻﺷﺨﺎص‬ ‫ھﺆﻻء‬ ‫اﻋﺘﺒﺎر‬ ‫وﯾﻤﻜﻦ‬ ‫ﺗﺘﺎﺑﻌﻲ‬ ‫ﺑﺸﻜﻞ‬ ‫اﻟﻄﺒﯿﺔ‬ ‫اﻟﻌﯿﺎدات‬ ‫اﻟﻤﺮﺿﻰ‬
‫اﻟﻤﺮﺿﻰ‬ ‫ھﺆﻻء‬ ‫ﻓﻲ‬ ‫اﻟﻌﻼج‬ ‫ﻣﻦ‬ ‫ﻧﻮع‬ ‫اﺛﺮ‬ ‫او‬.
٣.‫اﻟﻘﺼﺪﯾﺔ‬ ‫اﻟﻌﯿﻨﺔ‬)‫اﻟﻐﺮﺿﯿﺔ‬: (‫ﻦ‬ ‫ﻣ‬ ‫ﻖ‬ ‫واﺛ‬ ‫وھﻮ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫اﻟﯿﮭﻢ‬ ‫ﯾﺬھﺐ‬ ‫اﻟﺬﯾﻦ‬ ‫اﻻﺷﺨﺎص‬ ‫ﻓﯿﮭﺎ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫وھﻲ‬
‫اﻟﻤﻌ‬ ‫وﺟﻮد‬‫ﻟﺪﯾﮭﻢ‬ ‫ﻠﻮﻣﺎت‬.
٤.‫اﻟﺜﻠﺠﯿﺔ‬ ‫اﻟﻜﺮة‬ ‫ﻋﯿﻨﺔ‬:‫ﺚ‬ ‫اﻟﺒﺎﺣ‬ ‫ﺪى‬ ‫ﻟ‬ ‫واﺿﺤﺎ‬ ‫ﯾﻜﻮن‬ ‫ﻻ‬ ‫ﻗﺪ‬ ‫ﺣﺎﻟﺔ‬ ‫وھﻲ‬ ، ‫اﻻدارﯾﺔ‬ ‫اﻟﺪراﺳﺎت‬ ‫ﺑﻌﺾ‬ ‫ﻓﻲ‬ ‫وﺗﺴﺘﺨﺪم‬
‫ﻣﻨﮭﻢ‬ ‫اﻟﻤﻌﻠﻮﻣﺎت‬ ‫ﺟﻤﻊ‬ ‫ﯾﺠﺐ‬ ‫اﻟﺬﯾﻦ‬ ‫اﻻﺷﺨﺎص‬ ‫ھﻢ‬ ‫ﻣﻦ‬"‫واﺿﺤﺔ‬ ‫ﺻﻔﺎت‬
I(‫اﻟﺮاﺳﯿﺔ‬ ‫اﻟﺸﺮﯾﺤﺔ‬ ‫ﻃﺮﯾﻘﺔ‬:‫ﻲ‬ ‫ﻓ‬ ‫ﺴﺌﻮل‬ ‫ﻣ‬ ‫ﻰ‬ ‫اﻋﻠ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﻲ‬ ‫ﺗﺮﺗﯿﺒ‬ ‫ﻠﻮب‬ ‫ﺑﺎﺳ‬ ‫ﺎت‬ ‫اﻟﻤﻌﻠﻮﻣ‬ ‫اﺳﺘﻘﺎء‬ ‫ﻃﺮﯾﻖ‬ ‫ﻋﻦ‬ ‫وذﻟﻚ‬
‫اﻟﻤﺆﺳﺴ‬‫ﻓﯿﮭﺎ‬ ‫ﻋﺎﻣﻞ‬ ‫اﻗﻞ‬ ‫اﻟﻰ‬ ‫ﺔ‬.
II(‫ﺔ‬ ‫اﻟﻘﻄﺮﯾ‬ ‫ﺸﺮﯾﺤﺔ‬ ‫اﻟ‬ ‫ﺔ‬ ‫ﻃﺮﯾﻘ‬:‫ﻮﻇﻔﻲ‬ ‫ﻣ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺒﺔ‬ ‫ﻣﻨﺎﺳ‬ ‫ﺮاﺋﺢ‬ ‫ﺷ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺎت‬ ‫اﻟﻤﻌﻠﻮﻣ‬ ‫ﺘﻘﺎء‬ ‫اﺳ‬ ‫ﻖ‬ ‫ﻃﺮﯾ‬ ‫ﻦ‬ ‫ﻋ‬ ‫ﻚ‬ ‫وذﻟ‬
‫اﻟﻮﻇﯿﻔﻲ‬ ‫اﻟﺘﺴﻠﺴﻞ‬ ‫اﺧﺬ‬ ‫ﺑﺪون‬ ‫اﻟﻤﺆﺳﺴﺔ‬.
‫ج‬(‫اﻟﺜﻠﺠﯿﺔ‬ ‫اﻟﻜﺮة‬ ‫ﻋﯿﻨﺔ‬ ‫ﻃﺮﯾﻘﺔ‬:‫او‬ ‫ﺮده‬ ‫ﺑﻤﻔ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫ﯾﻘﺮر‬ ‫اﺳﺘﺠﺎﺑﺎﺗﮫ‬ ‫ﻋﻠﻰ‬ ‫وﺑﻨﺎء‬ ‫ﻣﻌﯿﻦ‬ ‫ﻓﺮد‬ ‫ﺑﺎﺧﺘﯿﺎر‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫ھﺬه‬ ‫ﺗﺒﺪا‬
‫ﺑﮭﺬ‬ ‫اﻻﺳﺘﻌﺎﻧﺔ‬‫ﺬﻟﻚ‬ ‫ﻟ‬ ، ‫ﺎت‬ ‫اﻟﻤﻌﻠﻮﻣ‬ ‫ﺚ‬ ‫اﻟﺒﺎﺣ‬ ‫ﺪى‬ ‫ﻟ‬ ‫ﺮاﻛﻢ‬ ‫ﺗﺘ‬ ‫ﺬا‬ ‫وھﻜ‬ ، ‫ﺎره‬ ‫اﺧﺘﯿ‬ ‫ﺘﻢ‬ ‫ﯾ‬ ‫ﺬي‬ ‫اﻟ‬ ‫ﺎﻟﻲ‬ ‫اﻟﺘ‬ ‫ﺮد‬ ‫اﻟﻔ‬ ‫ﯿﻜﻮن‬ ‫ﺳ‬ ‫ﻦ‬ ‫ﻣ‬ ‫اﻟﻔﺮد‬ ‫ا‬
‫اﻟﻌﯿﻨﺔ‬ ‫اﻛﺘﻤﺎل‬ ‫أي‬ ‫اﻟﻜﺮة‬ ‫ﻻﻛﻤﺎل‬ ‫ﺣﻮﻟﮭﺎ‬ ‫اﻟﺘﻜﺜﯿﻒ‬ ‫ﺳﯿﺒﺪا‬ ‫اﻟﺘﻲ‬ ‫اﻻوﻟﻰ‬ ‫اﻟﻨﻘﻄﺔ‬ ‫اﻻول‬ ‫اﻟﻔﺮد‬ ‫ﯾﻌﺘﺒﺮ‬ ‫اذ‬ ‫اﻟﺜﻠﺠﯿﺔ‬ ‫ﺑﺎﻟﻜﺮة‬ ‫ﺳﻤﯿﺖ‬.
‫ﻣﻼﺣﻈﺔ‬:‫اﻧﮭﺎ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺜﻠﺠﯿﺔ‬ ‫اﻟﻜﺮة‬ ‫ﻋﯿﻨﺔ‬ ‫اﻟﻤﺮاﺟﻊ‬ ‫ﺑﻌﺾ‬ ‫ﺗﺼﻨﻒ‬‫اﻟﻐﺮﺿﯿﺔ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫اﻧﻮاع‬ ‫ﻣﻦ‬ ‫ﻧﻮع‬.
***‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬ ‫ﺗﺤﺪﯾﺪ‬:
**‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬:‫اﻻﻃﺎر‬ ‫ﻣﻦ‬ ‫اﺧﺘﯿﺎرھﺎ‬ ‫ﺳﯿﺘﻢ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻤﻌﺎﯾﻨﺔ‬ ‫وﺣﺪات‬ ‫ﻋﺪد‬ ‫ھﻮ‬.
‫ﻣﻮﺛﻮﻗﯿﺔ‬ ‫اﻛﺜﺮ‬ ‫واﻟﻨﺘﺎﺋﺞ‬ ‫ادق‬ ‫اﻟﺪراﺳﺔ‬ ‫ﻛﺎﻧﺖ‬ ‫ﻛﻠﻤﺎ‬ ‫ﻛﺒﯿﺮ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬ ‫ﻛﺎن‬ ‫ﻛﻠﻤﺎ‬).(
**‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬ ‫اﺧﺘﯿﺎر‬ ‫ﻋﻨﺪ‬ ‫ﻣﺮاﻋﺎﺗﮭﺎ‬ ‫ﯾﺠﺐ‬ ‫ﻣﻌﺎﯾﯿﺮ‬:
١.‫ا‬ ‫اﻟﻌﺎﻣﻞ‬‫ﻟﺤﺎﺳﻢ‬:‫ﺗﺠﺎﻧﺴﮫ‬ ‫او‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﺗﺒﺎﯾﻦ‬ ‫وھﻮ‬.
‫اﻟﺤﺎﻟﺔ‬ ‫ھﺬه‬ ‫ﻓﻔﻲ‬:
‫ﺻﻐﯿﺮة‬ ‫ﻋﯿﻨﺔ‬ ‫ﻧﺨﺘﺎر‬ ‫ﻓﺎﻧﻨﺎ‬ ‫ﻣﺘﺠﺎﻧﺲ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﻛﺎن‬ ‫اذا‬ ‫اﻣﺎ‬ ، ‫ﻛﺒﯿﺮة‬ ‫ﻋﯿﻨﺔ‬ ‫ﻧﺨﺘﺎر‬ ‫ﻣﺘﺒﺎﯾﻦ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﻛﺎن‬ ‫اذا‬.
‫ﻛﺒﯿﺮ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬ ‫ﻣﺘﺒﺎﯾﻦ‬
‫ﻣﺘﺠﺎﻧﺲ‬‫ﺻﻐﯿﺮ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬
٢.‫واﻟﻜﻠﻔﺔ‬ ‫اﻟﺰﻣﻦ‬:‫ا‬ ‫ﻧﺘﯿﺠﺔ‬‫ﺻﻐﯿﺮ‬ ‫ﺣﺠﻤﮭﺎ‬ ‫ﻋﯿﻨﺔ‬ ‫ﻧﺎﺧﺬ‬ ‫ان‬ ‫ﻧﻀﻄﺮ‬ ‫واﻟﻜﻠﻔﺔ‬ ‫ﻟﺰﻣﻦ‬.

13. ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻘﺪس‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﻼب‬ ‫ﻣﻨﺘﺪﯾﺎت‬www.STQOU.com ١٣
٣.‫اﻻﺣﺼﺎﺋﯿﺔ‬ ‫اﻟﻤﻌﺎﻟﺠﺔ‬ ‫ﻧﻮﻋﯿﺔ‬:‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬ ‫ﯾﺘﻄﻠﺐ‬ ‫اﻟﻤﻌﺎﻟﺠﺔ‬ ‫ﻧﻮع‬ ‫ﺣﺴﺐ‬.
-‫اﺳﺘﺨﺪام‬ ‫اردﻧﺎ‬ ‫اذا‬t test‫ﻋﻦ‬ ‫ﯾﻘﻞ‬ ‫ﻻ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬ ‫ﯾﻜﻮن‬ ‫ان‬ ‫ﻻﺑﺪ‬ ‫ﻓﮭﻨﺎ‬٣٠‫ﺷﺨﺺ‬.
-‫ﺑﯿﻦ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬ ‫ﯾﻜﻮن‬ ‫ان‬ ‫ﻓﻼﺑﺪ‬ ‫اﻻرﺗﺒﺎط‬ ‫ﻣﻌﺎﻣﻞ‬ ‫اﺳﺘﺨﺪام‬ ‫اردﻧﺎ‬ ‫واذا‬٥٠–١٠٠‫ﺷﺨﺺ‬.
-‫ﺑﯿﻦ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ﺣﺠﻢ‬ ‫ﯾﻜﻮن‬ ‫ان‬ ‫ﻻﺑﺪ‬ ‫اﻻرﺗﺒﺎﻃﯿﺔ‬ ‫اﻟﺒﺤﻮث‬ ‫ﻓﻲ‬٥٠–١٠٠‫وﻛﺎن‬ ‫ﻧﺮﯾﺪھﺎ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺪراﺳﺔ‬ ‫ﻛﺎﻧﺖ‬ ‫واذا‬ ، ‫ﺷﺨﺺ‬
‫أي‬ ‫ﻐﯿﺮ‬ ‫ﺻ‬ ‫ﻢ‬ ‫ﺣﺠ‬ ‫ﺬ‬ ‫ﻧﺎﺧ‬ ‫ان‬ ‫ﻦ‬ ‫ﯾﻤﻜ‬ ‫ﻓﮭﻨﺎ‬ ‫ﻛﺒﯿﺮ‬ ‫ارﺗﺒﺎط‬ ‫ھﻨﺎك‬ ‫ان‬ ‫اﺑﺤﺎﺛﮭﻢ‬ ‫ووﺿﺤﺖ‬ ‫ذﻟﻚ‬ ‫ﻋﻠﻰ‬ ‫ﺑﺤﻮث‬ ‫اﺟﺮوا‬ ‫ﻗﺪ‬ ‫ﺑﺎﺣﺜﯿﻦ‬٥٠
‫ﺷﺨﺺ‬.
-‫ﻋﯿﻨ‬ ‫ﻓﻨﺎﺧﺬ‬ ‫ﺻﻐﯿﺮ‬ ‫اﻻرﺗﺒﺎط‬ ‫أي‬ ‫اﻟﻌﻜﺲ‬ ‫ﻛﺎن‬ ‫اذا‬ ‫اﻣﺎ‬‫ﻛﺒﯿﺮ‬ ‫ﺣﺠﻤﮭﺎ‬ ‫ﺔ‬١٠٠‫ﺷﺨﺺ‬.
‫اﻟﺘﺒﺎﯾﻦ‬ ‫ھﻨﺎ‬ ‫ﻧﺴﺘﺨﺪم‬ ‫ﻓﺎﻧﻨﺎ‬ ‫ﻣﺴﺘﻮﯾﺎت‬ ‫ﻋﺪة‬ ‫ﻣﻦ‬ ‫اﺧﺬﻧﺎه‬ ‫اﻻﺧﺮ‬ ‫واﻟﻤﺘﻐﯿﺮ‬ ‫اﺧﺮ‬ ‫ﻣﺘﻐﯿﺮ‬ ‫ﻋﻠﻰ‬ ‫ﻣﺘﻐﯿﺮ‬ ‫دراﺳﺔ‬ ‫اردﻧﺎ‬ ‫اذا‬
‫ﺣﺠﻤﮭﺎ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ﺗﻜﻮن‬ ‫ان‬ ‫ﻻﺑﺪ‬ ‫وھﻨﺎ‬ ، ‫اﻻﺣﺎدي‬30k‫ﺣﯿﺚ‬k‫اﻟﺘﺎﺑﻊ‬ ‫ﻟﻠﻤﺘﻐﯿﺮ‬ ‫اﻟﻤﺴﺘﻮﯾﺎت‬ ‫ﻋﺪد‬.
=‫اﻟﻌﯿﻨ‬ ‫ﺣﺠﻢ‬ ‫ﻓﺎن‬ ‫ﻣﺴﺘﻮﯾﯿﻦ‬ ‫اﻟﻰ‬ ‫ﻗﺴﻢ‬ ‫اﻟﺘﺎﺑﻊ‬ ‫اﻟﻤﺘﻐﯿﺮ‬ ‫ﻓﻤﺜﻼ‬‫ﺔ‬=٦٠‫وھﻜﺬا‬..
٣‫ﻣﺴﺘﻮﯾﺎت‬٩٠.
‫ﺔ‬ ‫ﻋﯿﻨ‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫اﻻداة‬ ‫ﺐ‬ ‫ﺗﺠﺮﯾ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺪ‬ ‫ﻻﺑ‬ ‫ﺎ‬ ‫وھﻨ‬ ‫ﺔ‬ ‫وﺛﺎﺑﺘ‬ ‫ﺎدﻗﺔ‬ ‫ﺻ‬ ‫اﻻداة‬ ‫ان‬ ‫ﺚ‬ ‫اﻟﺒﺎﺣ‬ ‫ﺪ‬ ‫ﯾﺘﺎﻛ‬ ‫ان‬ ‫ﺪ‬ ‫ﻻﺑ‬ ‫اداة‬ ‫اﺳﺘﺨﺪام‬ ‫ﻋﻨﺪ‬
‫ﻋﻦ‬ ‫ﻋﺪدھﺎ‬ ‫ﯾﻘﻞ‬ ‫اﻻ‬ ‫ﯾﺠﺐ‬ ‫اﻟﻌﯿﻨﺔ‬ ‫ھﺬه‬ ‫وﺷﺮوط‬ ‫اﺳﺘﺪﻻﻟﯿﺔ‬٥‫اﻻداة‬ ‫ﻓﻘﺮات‬ ‫اﻣﺜﺎل‬.
***‫اﻟﻤﺼﻄﻠﺤﺎت‬ ‫ﻣﺴﺮد‬:
**‫اﻟﻌﻨﺼﺮ‬:‫اﻟﺬي‬ ‫اﻟﺸﺊ‬ ‫او‬ ‫اﻟﻔﺮد‬ ‫ھﻮ‬‫ﻣﻨﮫ‬ ‫ﻣﺸﺎھﺪات‬ ‫او‬ ‫ﻗﯿﺎﺳﺎت‬ ‫ﻧﺎﺧﺬ‬ ‫ان‬ ‫ﻧﺮﯾﺪ‬.
**‫اﻟﻌﯿﻨﺔ‬:‫اﻻﻃﺎر‬ ‫ﻣﻦ‬ ‫اﺧﺘﯿﺎرھﺎ‬ ‫ﯾﺘﻢ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻤﻌﺎﯾﻨﺔ‬ ‫وﺣﺪات‬ ‫ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ھﻲ‬.
**‫اﻟﻤﺠﺘﻤﻊ‬:‫ﻋﻨﮭﺎ‬ ‫اﺳﺘﺪﻻل‬ ‫اﺟﺮاء‬ ‫ﻓﻲ‬ ‫ﺗﺮﻏﺐ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻌﻨﺎﺻﺮ‬ ‫ﻛﺎﻓﺔ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ھﻮ‬.
**‫اﻟﻤﻌﺎﯾﻨﺔ‬ ‫وﺣﺪات‬:‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﻋﻨﺎﺻﺮ‬ ‫ﻣﻦ‬ ‫ﻣﺘﺪاﺧﻠﺔ‬ ‫ﻏﯿﺮ‬ ‫ﻣﺠﻤﻮﻋﺎت‬ ‫ھﻲ‬.
‫اﻟﺴﺎدﺳ‬ ‫اﻟﻮﺣﺪة‬‫ﺔ‬
‫اﻟﺒﺤﺚ‬ ‫ادﺑﯿﺎت‬
)‫اﻟﺴﺎﺑﻘﺔ‬ ‫اﻟﺪراﺳﺎت‬ ، ‫اﻟﻨﻈﺮي‬ ‫اﻻﻃﺎر‬(
‫ﺳﺎﺑﻘﺔ‬ ‫وﺑﺤﻮث‬ ‫وﻛﺘﺐ‬ ‫ﻣﺮاﺟﻊ‬ ‫ﻣﻦ‬ ‫اﻟﺪراﺳﺔ‬ ‫او‬ ‫اﻟﺒﺤﺚ‬ ‫ﻣﻮﺿﻮع‬ ‫ﻋﻦ‬ ‫ﻛﺘﺐ‬ ‫ﻣﺎ‬ ‫ﻛﻞ‬.
‫اﻟﺒﺤﺚ‬ ‫ادﺑﯿﺎت‬ ‫ﻋﻠﻰ‬ ‫ﯾﻄﻠﻊ‬ ‫ان‬ ‫ﻻﺑﺪ‬ ‫اﻟﻤﻮﺿﻮع‬ ‫اﺧﺘﯿﺎره‬ ‫ﻗﺒﻞ‬ ‫اﻟﺒﺎﺣﺚ‬.
**‫؟‬ ‫اﻻدﺑﯿﺎت‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺎﺣﺚ‬ ‫اﻃﻼع‬ ‫اھﻤﯿﺔ‬ ‫ﻣﺎ‬
١.‫وﺗﺜﺮﯾﮭﺎ‬ ‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻟﺨﻠﻔﯿﺔ‬ ‫ﺗﻮﻓﺮ‬.
٢.‫ﻟﻤﻌﺮﻓﺔ‬‫اﻟﻤﻮﺿﻮع‬ ‫ھﺬا‬ ‫ﻋﻦ‬ ‫ﻛﺘﺐ‬ ‫ﻋﻤﺎ‬.
٣.‫اﻟﯿﮭﺎ‬ ‫ﺗﻮﺻﻠﻮا‬ ‫اﻟﺘﻲ‬ ‫واﻟﻨﺘﺎﺋﺞ‬ ‫اﻟﺪراﺳﺔ‬ ‫ھﺬه‬ ‫ﺑﯿﻦ‬ ‫واﻻﺧﺘﻼف‬ ‫اﻟﺸﺒﮫ‬ ‫اوﺟﮫ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻌﺮف‬.
٤.‫ﺴﺎﺑﻘﺔ‬ ‫اﻟ‬ ‫ﺎت‬ ‫اﻟﺪراﺳ‬ ‫ﻦ‬ ‫ﻋ‬ ‫ﮫ‬ ‫ﻓﯿ‬ ‫ﺖ‬ ‫اﺧﺘﻠﻔ‬ ‫ﺎ‬ ‫وﻣ‬ ‫ﺔ‬ ‫اﻟﺤﺎﻟﯿ‬ ‫ﺔ‬ ‫اﻟﺪراﺳ‬ ‫ﮫ‬ ‫ﺑ‬ ‫ﺰت‬ ‫ﺗﻤﯿ‬ ‫ﺎ‬ ‫ﻣ‬ ‫ﺪى‬ ‫ﻣ‬ ‫ﺔ‬ ‫ﻟﻤﻌﺮﻓ‬
‫اﻟﺒﺤﺚ‬ ‫او‬ ‫اﻟﻤﻮﺿﻮع‬ ‫اھﻤﯿﺔ‬ ‫ﻣﺪى‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﻜﻢ‬.
٥.‫ﺎر‬ ‫اﻟﻤﮭ‬ ‫ﻦ‬ ‫ﻣ‬ ً‫ا‬‫ﺮ‬ ‫ﻛﺜﯿ‬ ‫ﺴﺎﺑﮫ‬ ‫اﻛ‬ ‫ﻲ‬ ‫ﻓ‬ ‫ﺚ‬ ‫اﻟﺒﺎﺣ‬ ‫ﺴﺎﻋﺪ‬ ‫ﺗ‬‫ﺎرة‬ ‫وﻣﮭ‬ ، ‫ﻮان‬ ‫اﻟﻌﻨ‬ ‫ﻊ‬ ‫وﺿ‬ ‫ﺎرة‬ ‫ﻣﮭ‬ ‫ﻞ‬ ‫ﻣﺜ‬ ‫ات‬
‫اﻟﺒﺤﺚ‬ ‫ﺗﺮﺗﯿﺐ‬ ‫وﻣﮭﺎرة‬ ، ‫اﻻﺳﺌﻠﺔ‬ ‫ﺻﻮغ‬.
‫ﻣﻼﺣﻈﺔ‬:‫اﻟﻤﻮﺿﻮع‬ ‫اھﻤﯿﺔ‬ ‫زادت‬ ‫ﻛﻠﻤﺎ‬ ‫اﻟﻤﻮﺿﻊ‬ ‫ﺣﻮل‬ ‫اﻟﺪراﺳﺎت‬ ‫ﻗﻠﺖ‬ ‫ﻛﻠﻤﺎ‬.
**‫؟‬ ‫ﻣﻌﯿﻦ‬ ‫زﻣﻦ‬ ‫ﻟﮫ‬ ‫ھﻞ‬ ‫اﻻدﺑﯿﺎت‬ ‫ﻋﻠﻰ‬ ‫اﻻﻃﻼع‬
‫اﻟﻤﻮﺿﻮع‬ ‫اﺧﺘﯿﺎر‬ ‫ﻗﺒﻞ‬ ‫ﯾﺒﺪأ‬ ، ‫ﻟﮫ‬ ‫ﺗﻮﻗﯿﺖ‬ ‫ﻻ‬ ‫اﻻدﺑﯿﺎت‬ ‫ﻋﻠﻰ‬ ‫اﻻﻃﻼع‬
**‫اﻟﺒﺤ‬ ‫ادﺑﯿﺎت‬ ‫ﻣﺼﺎدر‬‫ﺚ‬:
١.‫واﻟﻤﺮاﺟﻊ‬ ‫اﻟﻜﺘﺐ‬ ‫ﻓﮭﺎرس‬.
٢.‫اﻟﺪورﯾﺎت‬ ‫ﻓﮭﺮس‬:‫ﺎﺋﺞ‬ ‫ﻧﺘ‬ ‫او‬ ‫ﻮث‬ ‫ﺑﺤ‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺔ‬ ‫اﻟﺪورﯾ‬ ‫ﻮي‬ ‫وﺗﺤﺘ‬ ‫دوري‬ ‫ﺑﺸﻜﻞ‬ ‫ﺗﺼﺪر‬ ‫ﻋﻠﻤﯿﺔ‬ ‫ﻣﺠﻠﺔ‬ ‫ھﻲ‬ ‫اﻟﺪورﯾﺔ‬
‫ﻣﺘﻌﺪدة‬ ‫ﺑﻼد‬ ‫ﻓﻲ‬ ‫ﻧﻔﺬت‬ ‫ﺑﺤﻮث‬.
٣.‫اﻟﻜﺸﺎﻓﺎت‬:‫اﻧﻮاع‬ ‫ﺛﻼث‬ ‫وھﻲ‬:
‫اﻟﻜﺸﺎف‬:‫اﻣ‬ ‫ﺴﺐ‬ ‫ﺑﺤ‬ ‫او‬ ‫ﺎ‬ ‫ﻣﺆﻟﻔﯿﮭ‬ ‫ﺑﺤﺴﺐ‬ ‫اﻣﺎ‬ ‫اﻟﺒﺤﻮث‬ ‫ﻗﻮاﺋﻢ‬ ‫ﻓﯿﮭﺎ‬ ‫ﺗﺮﺗﺐ‬ ‫اﻟﻤﺮﺟﻌﯿﺔ‬ ‫اﻟﻤﺼﺎدر‬ ‫اﺣﺪى‬ ‫ﯾﻌﺘﺒﺮ‬‫ﺎﻛﻦ‬
‫ﻧﺸﺮھﺎ‬.
=‫اﻧﻮاﻋﮭﺎ‬:
I(‫ﺑﺤﻮث‬ ‫ﻣﻠﺨﺼﺎت‬.
II(‫ﺟﺎرﯾﺔ‬ ‫ﻛﺸﺎﻓﺎت‬:‫ﺑﻌﺪ‬ ‫ﺗﻨﺸﺮ‬ ‫ﻟﻢ‬ ‫واﻟﺘﻲ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻗﯿﺪ‬ ‫اﻟﺒﺤﻮث‬ ‫ﺗﻜﺸﻒ‬ ‫وھﻲ‬.