‫ﻧﻤﻮﺫﺝ ﺍﻻﺟﺎﺑﺔ ﺍﻣﺘﺤﺎﻥ ‪ :‬ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺜﺎﻧﻲ ﻣﻘﺮﺭ‬

‫‪ :‬ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ‪:‬‬
‫) ‪ ( 10‬ﺩﺭﺟﺎﺕ‬
‫ﺿﻌﻲ ﻋﻼﻣﺔ ) &‪ ( ;radic‬ﺃﻭ )&‪ ( ;times‬ﺃﻣﺎﻡ ﻣﺎ‬
‫ﻳﻨﺎﺳﺒﻬﺎ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻊ ﺗﺼﻮﻳﺐ ﺍﻟﺨﻄﺄ‪:‬‬
‫‪ 1-‬ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻫﻮ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﻮﺣﻴﺪﺓ ﻟﻤﻮﺍﺟﻬﺔ‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪.‬‬
‫)&‪(;radic‬‬
‫‪ 2-‬ﻳﻤﻜﻦ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺑﻌﺾ ﺍﻟﻔﺮﻭﺽ ﻋﻦ ﻃﺮﻳﻖ‬
‫)&‪(;radic‬‬ ‫ﺍﻟﻤﻼﺣﻈﺔ ‪.‬‬
‫‪ 3-‬ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ‪.‬‬
‫)&‪(;times‬‬
‫ﺝ‪ .3‬ﺗﺼﻤﻴﻢ ﺗﺠﺮﻳﺒﻲ ﺗﺼﻤﻴﻢ ﺗﺠﺮﻳﺒﻰ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﻣﺠﻤﻮﻋﺔ ﻭﺍﺣﺪﺓ‬
‫‪ -‬ﺗﺼﻤﻴﻢ ﺗﺠﺮﻳﺒﻰ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻟﻤﺘﻜﺎﻓﺌﺔ‬
‫‪ -‬ﺗﺼﻤﻴﻢ ﺗﺠﺮﻳﺒﻰ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺗﺪﻭﻳﺮ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬
‫‪ 4-‬ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ ﻫﻮﺍﻟﺬﻱ ﻧﺮﻳﺪ ﺃﻥ ﻧﻘﻴﺲ ﻣﺪﻯ‬
‫ﺗﺄﺛﻴﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﻗﻒ ﺃﻱ ﺍﻟﺬﻱ ﻳﺒﺤﺚ ﺃﺛﺮﻩ ﻓﻲ ﻣﺘﻐﻴﺮ‬
‫ﺁﺧﺮ‪.‬‬
‫)&‪(;radic‬‬
‫‪ - 5‬ﻣﻦ ﺍﺩﻭﺍﺕ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ ﻓﻲ ﺍﻟﺘﺮﺑﻴﺔ‬
‫)&‪(;times‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻻﻭﻟﻴﺔ‪.‬‬
‫ﺝ‪ .5‬ﺍﻻﺧﺘﺒﺎﺭﺍﺕ &‪ ;ndash‬ﺍﻻﺳﺘﺒﻴﺎﻥ &‪;ndash‬‬
‫ﺍﻟﻤﻘﺎﺑﻠﺔ &‪ ;ndash‬ﺍﻟﻤﻼﺣﻈﺔ ‪.‬‬
‫‪ 6-‬ﺗﻌﺘﺒﺮ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻣﻦ ﺃﻫﻢ ﻭﺃﻓﻀﻞ ﻣﺼﺎﺩﺭ ﺟﻤﻊ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻤﺸﻜﻠﺔ ﻓﻲ ﺍﻟﺒﺤﺚ ﺍﻟﺘﺎﺭﻳﺨﻲ‪.‬‬
‫)&‪(;times‬‬
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.‫ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻷﻭﻟﻴﺔ‬.6‫< ﺝ‬/ "adj=",,6919 "

‫ﺑﻘﻴﺔ ﺍﻻﺟﺎﺑﺔ ﻓﻲ ﺍﻟﺨﻠﻒ‬

‫‪7-‬ﺍﻻﺳﺘﻘﺮﺍﺀ ﺍﻟﺘﺎﻡ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﻓﻴﻪ ﺑﺘﻄﺒﻴﻖ ﺑﺤﺜﻪ‬
‫ﻋﻠﻲ ﺟﻤﻴﻊ ﺍﻻﻓﺮﺍﺩ ﺍﻟﻤﻮﺟﻮﺩﻭﻥ ﺑﺎﻟﻤﺠﺘﻤﻊ‪.‬‬
‫)&‪(;radic‬‬
‫‪ 8-‬ﻳﻘﺘﺼﺮ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻋﻠﻲ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺒﻮﻳﺒﻬﺎ‬
‫)&‪(;times‬‬ ‫‪.‬‬
‫ﺝ‪ .8‬ﻻ ﻳﻘﺘﺼﺮ ﺍﻟﺒﺤﺚ ﺍﻟﻮﺻﻔﻰ ﻋﻠﻲ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻭﺗﺒﻮﻳﺒﻬﺎ ‪.‬‬
‫‪ - 9‬ﺗﺼﺎﻍ ﺍﻟﻔﺮﻭﺽ ﺑﺎﺳﻬﺎﺏ‪ ،‬ﻭ ﺗﻮﺿﻊ ﻋﻠﻰ ﻫﻴﺌﺔ‬
‫)&‪(;times‬‬ ‫ﻣﻮﺿﻮﻋﺎﺕ ‪.‬‬
‫ﺝ‪ .9‬ﺗﺼﺎﻍ ﺍﻟﻔﺮﻭﺽ ﻓﻲ ﺻﻮﺭﺓ ﻣﻮﺟﻬﻪ ‪ ،‬ﻭ ﺗﻮﺿﻊ ﻋﻠﻰ‬
‫ﻫﻴﺌﺔ ﺗﺴﺎﺅﻻﺕ ﻓﻲ ﺣﺎﻟﺔ ﻋﺪﻡ ﺗﻮﺍﻓﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.‬‬
‫‪ 10-‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﻳﺴﺘﺨﻠﺺ ﻣﺸﻜﻠﺔ ﺑﺤﺜﺔ ﻣﻦ‬
‫ﻣﺠﺎﻝ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﺨﺼﺺ‪( ;radic& ) .‬‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻧﻲ ‪ :‬ﺃﺟﻴﺒﻲ ﻋﻤﺎ ﻳﺄﺗﻲ ‪:‬‬
‫)‪( 25‬ﺩﺭﺟﺎﺕ‬
‫‪ 1-‬ﻗﺎﺭﻧﻲ ﺑﻴﻦ ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﺤﺴﻴﺔ ﻭﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫‪ 5‬ﺩﺭﺟﺎﺕ‬
‫ﺝ‪.1‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ‬

‫ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﺤﺴﻴﺔ‬

‫ﻃﺮﻳﻘﺔ ﻋﻠﻤﻴﺔ ﻟﻬﺎ ﻣﻨﻬﺞ ﻋﻠﻤﻰ ﺛﺎﺑﺖ ﻟﺘﺤﻘﻴﻖ‬

‫ﺍﻟﻨﺘﻴﺠﺔ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬

‫ﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﺘﻰ ﻳﺤﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ‬

‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺣﻮﺍﺳﺔ ﻹﺩﺭﺍﻙ ﻇﺎﻫﺮﺓ ﻣﺎ‬

‫‪ 2-‬ﺃﺫﻛﺮﻱ ﺧﻄﻮﺍﺕ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ‪.‬‬

‫‪ 4‬ﺩﺭﺟﺎﺕ‬
‫ﺝ‪.2‬‬
‫‪ 1-‬ﻓﺤﺺ ﻣﺠﺎﻝ ﺍﻟﻤﺸﻜﻠﺔ ﻣﻦ ﺟﻤﻴﻊ ﺟﻮﺍﻧﺒﻬﺎ ﻭﺍﻟﺘﻔﻜﻴﺮ‬
‫ﺑﻌﻨﺎﻳﺔ ﻭﺗﺮﻛﻴﺰ ﻭﺫﻟﻚ ﻟﻠﺘﺎﻛﺪ ﻣﻦ ﺃﻥ ﻫﻨﺎﻙ ﻣﺸﻜﻠﺔ ﺗﺤﺘﺎﺝ‬
‫ﻟﻠﺪﺭﺍﺳﺔ ﻭﻟﻢ ﻳﻜﻦ ﻣﺠﺮﺩ ﻇﻦ ﺃﻭ ﻭﻫﻢ ﻟﻴﺲ ﻟﻪ ﻣﺎ ﻳﺒﺮﺭﻩ‪.‬‬
‫‪ 2-‬ﺗﺤﺪﻳﺪ ﺍﻟﻤﺸﻜﻠﺔ ﺗﺤﺪﻳﺪﺍً ﺩﻗﻴﻘﺎً‪.‬‬
‫‪ 3-‬ﻓﺮﺽ ﺍﻟﻔﺮﻭﺽ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻤﺸﻜﻠﺔ‪.‬‬
‫‪ 4-‬ﺍﺧﺘﻴﺎﺭ ﻭﺗﺤﺪﻳﺪ ﻃﺮﻕ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﻠﻤﺸﻜﻠﺔ ﻭﺗﻘﻨﻴﻨﻬﺎ ‪.‬‬
‫‪ 5-‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﻤﻔﺤﻮﺻﻴﻦ )ﻋﻴﻨﻪ ﺍﻟﺒﺤﺚ( ﺍﻟﻤﻨﺎﺳﺒﻴﻦ ﺃﻭ‬
‫ﺍﻟﺨﺎﺻﺔ ﺑﻬﻢ ﺍﻟﻤﺸﻜﻠﺔ‪.‬‬
‫‪ 6-‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﺒﺪﺋﻴﺔ ﻟﻤﻮﺿﻮﻉ ﺍﻟﻤﺸﻜﻠﺔ ﻭﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻭﺗﺼﻨﻴﻔﻬﺎ ﻭﺗﻨﺴﻴﻘﻬﺎ ﻓﻰ ﺗﻨﻈﻴﻢ ﺃﻭ ﺑﻨﺎﺀ ﻣﻌﻴﻦ ﺗﺒﻌﺎً ﻷﻭﺟﻪ‬
‫ﺍﻟﺸﺒﻪ ﻭﺍﻟﺨﻼﻑ ﻭﻣﺒﻴﻨﺎً ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻨﻬﺎ ‪.‬‬
‫‪ 7-‬ﻭﺻﻒ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺗﻠﺨﻴﺼﻬﺎ ﻭﺗﺼﻨﻴﻔﻬﺎ ﻭﺗﺤﻠﻴﻠﻬﺎ‬
‫ﻭﺗﻔﺴﻴﺮﻫﺎ ﺛﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻰ ﺍﻟﺘﻌﻤﻴﻢ‪.‬‬

‫‪ 3-‬ﺣﻠﻠﻲ ﺑﺈﻳﺠﺎﺯ ﺧﻄﻮﺍﺕ ﺗﺼﻤﻴﻢ ﺍﺳﺘﻤﺎﺭﺓ ﺍﻟﻤﻘﺎﺑﻠﺔ‪.‬‬

‫‪ 10‬ﺩﺭﺟﺎﺕ‬
‫ﺝ‪ .3‬ﺧﻄﻮﺍﺕ ﺗﺼﻤﻴﻢ ﺍﺳﺘﻤﺎﺭﺓ ﺍﻟﻤﻘﺎﺑﻠﺔ‪-:‬‬
‫ﻫﻨﺎﻙ ﻋﺪﺓ ﺧﻄﻮﺍﺕ ﻳﺠﺐ ﺍﺗﺒﺎﻋﻬﺎ ﻋﻨﺪ ﺍﻋﺪﺍﺩ ﺍﻻﺳﺘﻤﺎﺭﺓ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻭﻫﻰ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﺗﺤﺪﻳﺪ ﻧﻮﻉ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻟﻠﺒﺤﺚ‪.‬‬ ‫‪-‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺗﺤﺪﻳﺪ ﺷﻜﻞ ﺍﻷﺳﺌﻠﺔ‪.‬‬ ‫‪-‬‬
‫ﺛﺎﻟﺜﺎُ‪ :‬ﺗﺤﺪﻳﺪ ﺻﻴﺎﻏﺔ ﺍﻷﺳﺌﻠﺔ‪.‬‬ ‫‪-‬‬
‫ﺭﺍﺑﻌﺎً‪ :‬ﺗﺤﺪﻳﺪ ﺗﺮﺗﻴﺐ ﺍﻷﺳﺌﻠﺔ‪.‬‬ ‫‪-‬‬
‫ﺧﺎﻣﺴﺎ‪ :‬ﺍﺧﺘﺒﺎﺭ ﺍﻷﺳﺘﻤﺎﺭﺓ ) ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪-‬‬
‫ﺍﻻﺳﺘﻄﻼﻋﻴﺔ(‪.‬‬
‫ﺳﺎﺩﺳﺎً‪ :‬ﺇﻋﺪﺍﺩ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻓﻰ ﺻﻮﺭﺗﻬﺎ ﺍﻟﻨﻬﺎﺋﻴﺔ‪.‬‬ ‫‪-‬‬
‫ﺍﻭﻻً‪ :‬ﺗﺤﺪﻳﺪ ﻧﻮﻉ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻟﻠﺒﺤﺚ‪:‬‬
‫ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﺼﻤﻴﻢ ﺍﺳﺘﻤﺎﺭﺓ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻓﻰ ﺿﻮﺀ‬
‫ﺍﻟﻬﺪﻑ ﻣﻦ ﺍﻟﺒﺤﺚ‪ ،‬ﻓﻴﺤﺪﺩ ﺍﻟﻤﺠﺎﻻﺕ ﺃﻭ ﺍﻟﻤﺤﺎﻭﺭ‬
‫ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﺘﻰ ﻳﺸﺘﻤﻞ ﻋﻠﻴﻬﺎ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻳﻀﻊ ﺍﻻﺳﺌﻠﺔ‬
‫ﺍﻟﺨﺎﺻﺔ ﺑﻜﻞ ﻣﺠﺎﻝ ﻣﻦ ﻫﺬﻩ ﺍﻟﻤﺠﺎﻻﺕ ﻭﻳﺮﺍﻋﻰ ﺍﻟﺒﺎﺣﺚ‬
‫ﺃﻥ ﻳﺘﻨﺎﺳﺐ ﻋﺪﺩ ﺍﻻﺳﺌﻠﺔ ﻓﻰ ﻛﻞ ﻣﺠﺎﻝ ﻣﻊ ﺍﻵﻫﻤﻴﺔ‬
‫ﺍﻟﻨﺴﺒﻴﺔ ﻟﻪ‪ ،‬ﻭﻟﻴﺲ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻯ ﺃﻥ ﻳﻜﻮﻥ ﻋﺪﺩ ﺍﻷﺳﺌﻠﺔ‬
‫ﻳﺘﺴﺎﻭﻯ ﻓﻰ ﺟﻤﻴﻊ ﺍﻟﻤﺠﺎﻻﺕ ‪ ،‬ﻭﻳﺴﺘﻌﻴﻦ ﺍﻟﺒﺎﺣﺚ ﻋﻨﺪ‬
‫ﺗﺤﺪﻳﺪ ﻣﺠﺎﻻﺕ ﺍﻟﺒﺤﺚ ﻭﺍﻷﺳﺌﻠﺔ ﺍﻟﺨﺎﺻﺔ ﺑﻜﻞ ﻣﺠﺎﻝ‬
‫ﺑﺨﺒﺮﻳﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺃﺭﺍﺀ ﺍﻟﺨﺒﺮﺍﺀ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﻤﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺛﺎﻧﻴﺎً‪ :‬ﺗﺤﺪﻳﺪ ﺷﻜﻞ ﺍﻷﺳﺌﻠﺔ‪:‬‬

‫ﺗﺼﻤﻢ ﺍﺳﺌﻠﺔ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺑﺄﺳﺌﻠﺔ ﻣﻔﺘﻮﺣﺔ ‪ ،‬ﻭﺍﺳﺌﻠﺔ‬
‫ﻣﻘﻴﺪﺓ‪ ،‬ﻭﺗﺘﻴﺢ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻤﻔﺘﻮﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﺴﺘﺠﻴﺐ‬
‫ﻓﻰ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻣﺸﺎﻋﺮﻩ ﻭﺍﻧﻔﻌﺎﻻﺗﻪ ﻭﺍﺗﺠﺎﻫﺎﺗﻪ ﺑﺤﺮﻳﺔ‬
‫ﺗﺎﻣﺔ‪ ،‬ﻭﻳﻌﺘﺒﺮ ﻫﺬﺍ ﺧﻄﻮﻩ ﻻﺯﻣﺔ ﻟﻌﻤﻞ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺫﺍﺕ‬
‫ﺍﻻﺳﺌﻠﺔ ﺍﻟﻤﻘﻴﺪﺓ‪ ،‬ﻭﺗﻌﺘﺒﺮ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻤﻔﺘﻮﺣﺔ ﻟﻬﺎ ﻗﻴﻤﺘﻬﺎ‬
‫ﺍﺫﺍ ﻛﺎﻥ ﻣﺠﺎﻝ ﺍﻟﺒﺤﺚ ﺟﺪﻳﺪﺍً ﻟﻢ ﻳﻄﺮﻕ ﻣﻦ ﻗﺒﻞ‬
‫ﻭﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﻏﻴﺮ ﻣﻌﺮﻭﻓﺔ ﻟﻠﺒﺎﺣﺚ‪.‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﺗﺤﺪﻳﺪ ﺻﻴﺎﻏﺔ ﺍﻷﺳﺌﻠﺔ‪:‬‬
‫ﻫﻨﺎﻙ ﻋﺪﺓ ﻧﻘﺎﻁ ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﻣﺮﺍﻋﺎﺗﻬﺎ ﻋﻨﺪ‬
‫ﺻﻴﺎﻏﺔ ﺍﻷﺳﺌﻠﺔ‪:‬‬
‫‪ 1-‬ﺻﻴﺎﻏﺔ ﺍﻷﺳﺌﻠﺔ ﺑﺄﺳﻠﻮﺏ ﺳﻬﻞ ﻭﺑﺴﻴﻂ ﻭﺗﺮﺗﻴﺐ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺑﺸﻜﻞ ﺳﻠﺴﻞ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﻟﻤﺴﺘﻮﻯ‬
‫ﺍﻟﺜﻘﺎﻓﻰ ﻟﻠﻤﺴﺘﺠﻴﺐ‪.‬‬
‫‪ 2-‬ﺗﺠﻨﺐ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻤﻮﺣﻴﺔ ﺑﺎﻹﺟﺎﺑﺔ ﺃﻭ ﻏﻴﺮﺍﻟﻤﺸﺠﻌﺔ‪.‬‬
‫‪ 3-‬ﺃﻻ ﻳﻜﻮﻥ ﺻﻴﺎﻏﺔ ﺍﻷﺳﺌﻠﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻭﻳﻞ‪.‬‬
‫‪ 4-‬ﺗﺠﻨﺐ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻤﺰﺩﻭﺟﺔ ‪ ،‬ﻣﺜﻞ ﻫﻞ ﺃﻧﺖ ﺗﻠﻌﺐ ﻛﺮﻩ‬
‫ﺳﻠﺔ ﻭﻛﺮﻩ ﻳﺪ ‪.‬‬
‫‪ 5-‬ﺍﻟﺒﻌﺪ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺤﺴﺎﺳﺔ ﺍﻟﺘﻰ ﺗﺴﺒﺐ ﺍﻟﺤﺮﺝ ﺃﻭ‬
‫ﺗﻮﺿﻊ ﺑﻄﺮﻳﻘﺔ ﻏﻴﺮ ﻣﺒﺎﺷﺮﺓ‪.‬‬
‫‪ 6-‬ﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻜﻴﻔﻴﺔ ﺇﺫﺍ ﻛﻨﺎ ﻧﺴﺄﻝ ﻋﻦ ﺷﺊ‬
‫ﻳﻤﻜﻦ ﻗﻴﺎﺳﺔ‪ ،‬ﻓﻤﺜﻼً ﻻ ﻧﺴﺄﻝ ﻋﻦ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻯ‬
‫ﻧﺴﺘﻐﺮﻗﺔ ﻓﻰ ﺍﻟﻤﺬﻛﺮﺓ ﺑﺄﻧﻪ ﻃﻮﻳﻞ ﺃﻭ ﻗﺼﻴﺮﺓ‪.‬‬
‫‪ 7-‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻋﺪﺩ ﺍﻷﺳﺌﻠﺔ ﻣﻨﺎﺳﺐ ﺑﺎﻟﻘﺪﺭ ﺍﻟﺬﻯ‬
‫ﻳﺨﺪﻡ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ 8-‬ﺻﻴﺎﻏﺔ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﺑﺄﻛﺜﺮ ﻣﻦ ﺻﻴﻐﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ‬
‫ﺻﺪﻕ ﺍﺳﺘﺠﺎﺑﺔ ﺍﻟﻤﺴﺘﺠﻴﺐ ) ﺃﺳﺌﻠﺔ ﺍﻟﻤﺮﺍﺟﻌﺔ(‪.‬‬
‫ﺭﺍﺑﻌﺎ‪ :‬ﺗﺤﺪﻳﺪ ﺗﺮﺗﻴﺐ ﺍﻷﺳﺌﻠﺔ‪:‬‬
‫ﻳﺮﺍﻋﻰ ﺍﻟﺒﺎﺣﺚ ﺗﺮﺗﻴﺐ ﺃﺳﺌﻠﺔ ﺍﻻﺳﺘﻤﺎﺭﺓ ‪ ،‬ﺑﺤﻴﺚ‬
‫ﻳﺒﺪﺃ ﺑﺎﻷﺳﺌﻠﺔ ﺍﻟﺒﺴﻴﻄﺔ ﺛﻢ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺼﻌﺒﺔ‪ ،‬ﻭﺍﻥ ﺗﺘﺎﺑﻊ‬
‫ﺍﻷﺳﺌﻠﺔ ﻓﻰ ﺗﺴﻠﺴﻞ ﻣﻨﻄﻘﻰ ﻳﺘﻴﺢ ﻟﻠﻤﺴﺘﺠﻴﺐ ﺃﻥ‬
‫ﻳﻨﻈﻤﻮﺍ ﺃﻓﻜﺎﺭﻫﻢ ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺗﺸﻤﻞ ﻋﻠﻰ‬
‫ﻋﺪﺓ ﻣﺤﺎﻭﺭ ﻓﻴﺠﺐ ﺃﻥ ﻧﻀﻊ ﻟﻬﺎ ﻋﻨﺎﻭﻳﻦ ﻓﺮﻋﻴﺔ ﻭﻳﺠﺐ‬
‫ﺃﻋﻄﺎﺀ ﺍﻷﺳﺌﻠﺔ ﺃﺭﻗﺎﻡ ﻣﺴﻠﺴﻠﺔ ‪ ،‬ﻭﺍﻥ ﺗﻨﺪﺭﺝ ﺍﻷﺳﺌﻠﺔ‬
‫ﺑﺤﻴﺚ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺇﺛﺎﺭﻩ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻤﺴﺘﺠﻴﺒﻮﻥ‬
‫ﻭﺗﺸﺠﻌﻬﻢ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ‪.‬‬

‫ﺧﺎﻣﺴﺎ‪ :‬ﺍﺧﺘﺒﺎﺭ ﺍﻻﺳﺘﻤﺎﺭﺓ ) ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ(‬

‫ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻳﻘﻮﻡ‬
‫ﺑﺘﻄﺒﻴﻘﻬﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻦ ﻣﺠﺘﻤﻊ ﺍﻟﺒﺤﺚ )ﺍﻟﻌﻴﻨﺔ‬
‫ﺍﻻﺳﺘﻄﻼﻋﻴﺔ( ﻭﺫﻟﻚ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﻣﻨﺎﺳﺒﺔ‬
‫ﺍﻻﺳﺘﻤﺎﺭﺓ ﻣﻦ ﺣﻴﺚ ﺍﻟﺼﻴﺎﻏﺔ ﻭﺍﻟﻤﻀﻤﻮﻥ ﻟﺘﺤﻘﻴﻖ‬
‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ‪ ،‬ﻭﻛﺬﻟﻚ ﺗﺤﺪﻳﺪ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻯ ﻳﺴﺘﻐﺮﻗﺔ‬
‫ﺍﻟﻤﺴﺘﺠﻴﺐ ﻓﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ‪.‬‬

‫ﺳﺎﺩﺳﺎ‪ :‬ﺇﻋﺪﺍﺩ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻓﻰ ﺻﻮﺭﺗﻬﺎ ﺍﻟﻨﻬﺎﺋﻴﺔ‪:‬‬

‫ﻫﻨﺎﻙ ﺧﻄﻮﺍﺕ ﻳﺠﺐ ﻣﺮﺍﻋﺎﺗﻬﺎ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺍﻻﺳﺘﻤﺎﺭﺓ‬
‫ﻭﻫﻰ‪-:‬‬
‫‪ 1-‬ﺍﻋﺪﺍﺩ ﺻﻔﺤﺔ ﺧﺎﺻﺔ ﺗﺘﻀﻤﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻟﻠﻤﺘﺴﺠﻴﺐ ‪ ،‬ﻭﺗﻌﻠﻴﻤﺎﺕ ﺍﻟﺘﻄﺒﻴﻖ ‪.‬‬
‫‪ 2-‬ﺃﻥ ﻳﻜﻮﻥ ﺣﺠﻢ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻣﻨﺎﺳﺒﺎ‪.‬‬
‫‪ 3-‬ﺃﺫﺍ ﺍﺷﺘﻤﻠﺖ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻋﻠﻰ ﻋﺪﺓ ﺻﻔﺤﺎﺕ ﻓﻴﺠﺐ‬
‫ﺃﻥ ﺗﻜﻮﻥ ﻋﻠﻰ ﺷﻜﻞ ﻛﺮﺍﺳﺔ‪.‬‬
‫‪ 4-‬ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻄﺒﺎﻋﺔ ﻋﻠﻰ ﻭﺟﻪ ﻭﺍﺣﺪ ﻓﻘﻂ ﺣﺘﻰ ﻳﺴﻬﻞ‬
‫ﻗﺮﺍﺋﺘﻬﺎ‪.‬‬
‫‪ 5-‬ﻳﺨﺼﺺ ﺍﻣﺎﻡ ﻛﻞ ﺳﺆﺍﻝ ﻣﻜﺎﻥ ﻛﺎﻓﻰ ﻟﻺﺟﺎﺑﺔ‪.‬‬
‫‪ 6-‬ﺇﻋﻄﺎﺀ ﺍﻻﺳﺌﻠﺔ ﺃﺭﻗﺎﻣﺎً ﻣﺴﻠﺴﻠﺔ‪.‬‬

‫‪ 4-‬ﻗﺎﺭﻧﻲ ﺑﻴﻦ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﻟﻌﻴﻨﺔ‬

‫‪6‬ﺩﺭﺟﺎﺕ‬ ‫ﺍﻟﻌﻤﺪﻳﺔ‪.‬‬
‫ﺝ‪.4‬‬

‫ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﻤﺪﻳﺔ‬

‫ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ‬

‫ﻳﺘﻌﻤﺪ ﺍﻟﺒﺎﺣﺚ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ‬

‫ﻓﺌﺔ ﻣﻌﻴﻨﺔ ﻭﺗﺴﺘﻠﺰﻡ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺃﻥ ﻳﺘﻮﻓﺮ ﻟﻠﺒﺎﺣﺚ‬
‫ﻣﻌﺮﻓﺔ ﺍﻟﻤﻌﺎﻟﻢ ﺍﻻﺣﺼﺎﺋﻴﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻷﺻﻠﻰ‪ ،‬ﻭﺍﻳﻀﺎ‬
‫ﻟﻠﻮﺣﺪﺍﺕ ﺍﻟﺘﻰ ﻳﺮﻏﺐ ﻓﻰ ﺍﺧﺘﻴﺎﺭﻫﺎ ‪ ،‬ﻭﻳﻌﺘﻘﺪ ﺍﻟﺒﺎﺣﺚ‬
‫ﺃﻧﻬﺎ ﺗﻤﺜﻞ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻷﺻﻠﻰ ﺗﻤﺜﻴﻼً ﺻﺎﺩﻗﺎً ‪.‬‬

‫ﺇﺫﺍ ﺍﻓﺘﺮﺿﻨﺎ ﺃﻥ ﻫﻨﺎﻙ ﺩﻓﻌﺔ ﺍﻟﻔﺮﻗﺔ ﺍﻟﺮﺍﺑﻌﺔ‬

‫ﺗﺘﻜﻮﻥ ﻣﻦ )‪ (200‬ﻃﺎﻟﺒﺔ ‪ ،‬ﻭﻧﺮﻳﺪ ﺍﺧﺘﺒﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ‬
‫ﺑﺴﻴﻄﺔ ﻣﻦ ﻫﺆﻻﺀ ﺍﻟﻄﺎﻟﺒﺎﺕ ‪ ،‬ﻋﻠﻰ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻌﻴﻨﺔ‬
‫)‪ (20‬ﻃﺎﻟﺒﺔ‪ ،‬ﻓﺈﻥ ﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ ﻳﺘﻢ ﻛﺎﻵﺗﻰ‪-:‬‬
‫‪ 1-‬ﺍﻋﻄﺎﺀ ﺭﻗﻢ ﻣﺴﻠﺴﻞ ﻟﻜﻞ ﻃﺎﻟﺒﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻓﻰ ﻗﺎﺋﻤﺔ ﻣﺴﺘﻘﻠﺔ ﺗﺘﻀﻤﻦ ﺃﺭﻗﺎﻡ ﻭﺍﺳﻤﺎﺀ ﺍﻟﻄﺎﻟﺒﺎﺕ‪.‬‬
‫‪ 2-‬ﺧﻠﻂ ﺍﻟﺒﻄﺎﻗﺎﺕ ﺟﻴﺪﺍً ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ )‪(20‬‬
‫ﺑﻄﺎﻗﺔ ‪ ،‬ﻓﺘﻜﻮﻥ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻤﺴﺠﻠﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺒﻄﺎﻗﺎﺕ‬
‫ﻫﻰ ﺍﻷﺳﻤﺎﺀ ﻭﺍﻟﺘﻰ ﺗﺘﻀﻤﻨﻬﺎ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺑﺎﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ‪ ،‬ﻭﻗﺪ ﻳﺘﻢ ﺍﻟﺴﺤﺐ‬
‫ﻣﻊ ﺍﻹﻋﺎﺩﺓ ﻳﻌﻨﻰ ﺃﻧﻨﺎ ﻧﺨﺘﺎﺭ ﺍﻟﺒﻄﺎﻗﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﺛﻢ ﻧﺪﻭﻥ‬
‫ﻓﻰ ﻭﺭﻗﺔ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﺛﻢ ﺗﻌﺎﺩ‬ ‫ﻣﺎ ﺗﺤﻤﻠﻪ ﻣﻦ ﺭﻗﻢ‬
‫ﺍﻟﺒﻄﺎﻗﺔ ﻣﺮﺓ ﺃﺧﺮﻯ ﺿﻤﻦ ﺑﻘﻴﺔ ﺍﻟﺒﻄﺎﻗﺎﺕ ‪ ،‬ﻭﻫﻜﺬﺍ ﻛﻠﻤﺎ‬
‫ﺳﺤﺒﻨﺎ ﺑﻄﺎﻗﺔ ﺗﺪﻭﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻤﻮﺟﻮﺩ ﺑﻬﺎ ﻧﻌﻴﺪﻫﺎ ﺛﺎﻧﻴﺔ‬
‫ﻭﻧﻮﺍﺻﻞ ﺍﻻﺧﺘﻴﺎﺭ ﺣﺘﻰ ﺗﺴﺘﻜﻤﻞ ﺍﻟﻌﻴﻨﺔ ‪ ،‬ﻭﻗﺪ ﻳﺤﺪﺙ‬
‫ﺍﻥ ﻧﺨﺘﺎﺭ ﺑﻄﺎﻗﺔ ﺳﺒﻖ ﺍﺧﺘﻴﺎﺭﻫﺎ ‪ ،‬ﻭﻫﻨﺎ ﺗﻌﺎﺩ ﺛﺎﻧﻴﺔ ﺿﻤﻦ‬
‫ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻟﺘﻰ ﻳﺘﻢ ﺍﻟﺴﺤﺐ ﻣﻨﻬﺎ‪ ،‬ﻭﺗﺘﻮﺍﺻﻞ ﻋﻤﻠﻴﺔ‬
‫ﺍﻻﺧﺘﻴﺎﺭ‪.‬‬
‫‪ 3-‬ﺃﻣﺎ ﺍﻟﺴﺤﺐ ﻣﻊ ﻋﺪﻡ ﺍﻹﻋﺎﺩﺓ ‪ ،‬ﻓﻴﻌﻨﻰ‬
‫ﻋﺪﻡ ﺇﻋﺎﺩﺓ ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﻰ ﺗﻢ ﺍﺧﺘﻴﺎﺭﻫﺎ ﺇﻟﻰ ﺑﻘﻴﺔ‬
‫ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻟﺘﻰ ﻳﺘﻢ ﺍﻟﺴﺤﺐ ﻣﻨﻬﺎ‪.‬‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ ‪:‬‬

‫) ‪ 15‬ﺩﺭﺟﺔ (‬
‫ﻋﻠﻠﻲ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ 1-‬ﺍﻟﻤﻌﺮﻓﺔ ﺃﺷﻤﻞ ﻭﺃﻋﻢ ﻣﻦ ﺍﻟﻌﻠﻢ ‪.‬‬
‫‪ 3‬ﺩﺭﺟﺔ‬
‫ﺝ‪ .1‬ﺍﻟﻤﻌﺮﻓﺔ ﺃﺷﻤﻞ ﻭﺃﻭﺳﻊ ﻣﻦ ﺍﻟﻌﻠﻢ‪ ،‬ﻷﻧﻬﺎ ﺗﺤﺘﻮﻯ‬
‫ﻋﻠﻰ ﻣﻌﺎﺭﻑ ﻋﻠﻤﻴﺔ ﻭﺃﺧﺮﻯ ﻏﻴﺮ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﻳﺘﻢ ﺍﻟﺘﻔﺮﻳﻖ‬
‫ﺑﻴﻨﻬﻤﺎ ﻓﻰ ﺿﻮﺀ ﺍﻟﻄﺮﺍﺋﻖ ﺃﻭ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺍﻷﺳﺎﻟﻴﺐ‬
‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻰ ﺍﻛﺘﺴﺎﺏ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺭﻑ‬
‫‪ 2-‬ﺃﻛﺜﺮ ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ﺃﻫﻤﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻺﻧﺴﺎﻥ ﻫﻮ‬
‫‪ 3‬ﺩﺭﺟﺔ‬ ‫ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺠﺮﻳﺒﻲ‪.‬‬
‫ﺝ‪ .2‬ﻷﻥ ﻫﺬﺍ ﺍﻟﻤﻨﻬﺞ ﺳﺎﻋﺪﺍﻻﻧﺴﺎﻥ ﻋﻠﻰ ﺍﻟﺘﻄﻮﺭ ﻭﺑﻨﺎﺀ‬
‫ﺣﻀﺎﺭﺗﻪ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻤﻼﺣﻈﺔ ﻭﺍﻟﺘﺠﺮﻳﺐ ﻭﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺼﺤﻴﺤﺔ ﻭﻣﻌﺮﻓﺔ ﺍﻟﻄﺮﻕ ﺍﻟﺴﻠﻤﻴﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺍﻟﻈﻮﺍﻫﺮ ﻭﺗﻔﺴﻴﺮﻫﺎ‪.‬‬
‫‪3-‬ﻳﻌﺘﺒﺮ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺠﺮﻳﺒﻲ ﻣﻦ ﺃﺩﻕ ﺃﻧﻮﺍﻉ ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬
‫ﻭﺫﻟﻚ ﻟﻌﺪﺓ ﺍﻋﺘﺒﺎﺭﺍﺕ‪3 .‬ﺩﺭﺟﺔ‬
‫ﺝ‪ - .3‬ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺠﺮﻳﺒﻲ ﻳﻤﻜﻦ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺪﻕ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﻭﻛﺬﻟﻚ ﺛﺒﺎﺗﻬﺎ ﻭﺫﻟﻚ ﻷﻧﻪ ﻫﻮ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺬﻱ ﻳﺴﻤﺢ‬
‫ﺑﺘﻜﺮﺍﺭ ﺍﻟﺘﺠﺮﺑﺔ ﺗﺤﺖ ﻧﻔﺲ ﺍﻟﺸﺮﻭﻁ ﻭﺍﻟﻈﺮﻭﻑ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﺑﺎﺣﺚ‪.‬‬
‫ﻓﻲ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺠﺮﻳﺒﻲ ﻳﻤﻜﻦ ﻟﻠﺒﺎﺣﺚ ﺩﺭﺍﺳﺔ‬ ‫‪-‬‬
‫ﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﺒﺒﻴﺔ ﺑﺼﻮﺭﺓ ﺩﻗﻴﻘﺔ ﻻ ﻳﺘﻴﺤﻬﺎ ﺍﻟﻤﻨﻬﺞ‬
‫ﺍﻟﺘﺎﺭﻳﺨﻲ ﺃﻭ ﺍﻟﻮﺻﻔﻲ ﻭﺫﻟﻚ ﻷﻥ ﻫﺬﺍ ﺍﻟﻤﻨﻬﺞ ﻳﺴﻤﺢ‬
‫ﻟﻠﺒﺎﺣﺚ ﺑﺪﺭﺍﺳﺔ ﺃﺛﺮ ﻣﺘﻐﻴﺮ ﺗﺠﺮﻳﺒﻲ ﻋﻠﻰ ﻣﺘﻐﻴﺮ ﺁﺧﺮ ﻭﻫﻮ‬
‫ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺘﺎﺑﻊ ﻣﻊ ﺿﺒﻂ ﺟﻤﻴﻊ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻷﺧﺮﻯ ‪.‬‬
‫‪ 4-‬ﻳﻌﺘﺒﺮ ﺍﻻﺳﺘﻘﺮﺍﺀ ﻏﻴﺮ ﺍﻟﺘﺎﻡ ﺍﺳﺘﻘﺮﺍﺀ ﻋﻠﻤﻴﺎَ ﺻﺤﻴﺤﺎَ‪.‬‬
‫‪ 3‬ﺩﺭﺟﺔ‬
‫ﺝ‪ .4‬ﻷﻧﻪ ﻳﻘﻮﻡ ﻋﻠﻰ ﺍﻟﺘﺼﻤﻴﻢ ﻭﻳﻜﺸﻒ ﻋﻦ ﺣﻘﺎﺋﻖ‬
‫ﻣﺠﻬﻮﻟﺔ ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﺘﻨﺒﺆ ﺑﻤﺎ ﻳﻤﻜﻦ ﺃﻥ ﻳﺤﺪﺙ‬
‫ﻟﻠﻈﻮﺍﻫﺮ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺗﺤﺖ ﻇﺮﻭﻑ ﻣﺤﺪﺩﺓ ﻭﻟﺬﻟﻚ ﻓﺈﻧﻪ‬
‫ﺃﻋﻠﻰ ﻣﺮﺗﺒﺔ ﻣﻦ ﺍﻻﺳﺘﻘﺮﺍﺀ ﺍﻟﺘﺎﻡ ﺣﻴﺚ ﻻ ﻳﺜﻴﺮ ﻋﺎﺩﺓ‬
‫ﻣﻼﺣﻈﺔ ﺟﻤﻴﻊ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻈﺎﻫﺮﺓ‪.‬‬
‫‪ 5-‬ﺍﻟﺨﺒﺮﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻬﺎ ﺩﻭﺭ ﻫﺎﻡ ﻓﻲ ﻣﺴﺎﻋﺪﺓ ﺍﻟﺒﺎﺣﺚ‬
‫ﻋﻠﻲ ﻭﺿﻊ ﻓﺮﻭﺽ ﺑﺤﺜﻪ‪ 3 .‬ﺩﺭﺟﺔ‬
‫ﺝ‪ .5‬ﺧﺒﺮﺓ ﺍﻟﺒﺎﺣﺚ ﻭﻣﻼﺣﻈﺎﺗﻪ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻠﻈﻮﺍﻫﺮ‬
‫ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﻮﺿﻮﻉ ﻣﺎ ﺗﺪﻓﻌﺔ ﺇﻟﻰ ﻭﺿﻊ ﺗﺼﻮﺭ ﻟﻄﺒﻴﻌﺔ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﺑﻴﻦ ﺗﻠﻚ ﺍﻟﻈﻮﺍﻫﺮ‪ ،‬ﻭﻫﻜﺬﺍ ﻧﺠﺪ ﺃﻥ‬
‫ﻟﻠﺨﺒﺮﺓ ﺍﻟﺸﺨﺼﻴﺔ ﺩﻭﺭﻫﺎ ﻓﻰ ﻭﺿﻊ ﻓﺮﻭﺽ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ ‪:‬‬
‫)‪ 5‬ﺩﺭﺟﺔ (‬
‫ﺃﺫﻛﺮﻱ ﺍﻟﻤﺼﻄﻠﺢ ﺍﻟﻌﻠﻤﻲ ﻟﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺍ‪ -‬ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﺨﻤﻴﻦ ﺫﻛﻲ ﻳﺴﻌﻰ ﻟﺘﻔﺴﻴﺮ ﺍﻟﻈﺎﻫﺮﺓ ﻓﻲ‬
‫ﺝ‪) .1‬ﺍﻟﻔﺮﺽ(‬ ‫ﺿﻮﺀ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﻬﺎ‪.‬‬
‫‪ 2-‬ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﻌﺎﻧﻰ ﻭﺍﻟﻤﻌﺘﻘﺪﺍﺕ ﻭﺍﻷﺣﻜﺎﻡ‬
‫ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﻭﺍﻟﺘﺼﻮﺭﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﺘﻰ ﺗﺘﻜﻮﻥ ﻟﺪﻯ‬
‫ﺍﻻﻧﺴﺎﻥ ﻧﺘﻴﺠﺔ ﻟﻤﺤﺎﻭﻻﺗﻪ ﺍﻟﻤﺘﻜﺮﺭﺓ ﻟﻔﻬﻢ ﺍﻟﻈﻮﺍﻫﺮ‬
‫ﻭﺍﻷِﺷﻴﺎﺀ ﺍﻟﻤﺤﻴﻄﺔ ﺑﻪ‪.‬‬
‫ﺝ‪) .2‬ﺍﻟﻤﻌﺮﻓﺔ(‬
‫‪ 3-‬ﺍﻟﻤﺤﺎﻭﻟﺔ ﺍﻟﺪﻗﻴﻘﺔ ﺍﻟﻨﺎﻗﺪﺓ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺣﻠﻮﻝ‬
‫ﻟﻠﻤﺸﻜﻼﺕ ﺍﻟﺘﻰ ﺗﺆﺭﻕ ﺍﻹﻧﺴﺎﻥ ﻭﺗﺤﻴﺮﻩ‪.‬‬
‫ﺝ‪ ).3‬ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻰ(‬
‫‪ 4-‬ﺍﻟﻤﻼﺣﻈﺔ ﺍﻟﻤﻮﺿﻮﻋﻴﺔ ﻟﻈﺎﻫﺮﺓ ﻣﻌﻴﻨﺔ ﺗﺤﺪﺙ ﻓﻲ‬
‫ﻣﻮﻗﻒ ﻳﺘﻤﻴﺰ ﺑﺎﻟﻀﺒﻂ ﺍﻟﻤﺤﻜﻢ ﻭﻳﺘﻀﻤﻦ ﻣﺘﻐﻴﺮﺍ )ﻋﺎﻣﻼ( ﺃﻭ‬
‫ﺃﻛﺜﺮ ﻣﺘﻨﻮﻋﺎ ‪،‬ﺑﻴﻨﻤﺎ ﺗﺜﺒﺖ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺃﻭ)ﺍﻟﻌﻮﺍﻣﻞ( ﺍﻷﺧﺮﻯ‬
‫‪.‬‬
‫ﺝ‪ ).4‬ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺠﺮﻳﺒﻲ(‬
‫‪ 5-‬ﺍﻟﻤﺸﺎﻫﺪﺓ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻈﺎﻫﺮﺓ ﻣﺎ ‪ ،‬ﻣﻊ ﺍﻻﺳﺘﻌﺎﻧﺔ‬
‫ﺑﺄﺳﺎﻟﻴﺐ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻰ ﺗﺘﻼﺀﻡ ﻣﻊ ﻃﺒﻴﻌﺔ ﻫﺬﻩ‬
‫ﺍﻟﻈﺎﻫﺮﺓ‪.‬‬
‫ﺝ‪) .5‬ﺍﻟﻤﻼﺣﻈﺔ(‬

‫ﺍﻧﺘﻬﺖ ﺍﻻﺟﺎﺑﺔ ﻣﻊ‬

‫ﺗﻤﻨﻴﺎﺗﻲ ﺑﺎﻟﺘﻮﻓﻴﻖ‪،،،،،‬‬
‫ﺃ‪.‬ﺩ‪.‬‬
‫ﺁﻣﺎﻝ ﻳﻮﺳﻒ‬