الملخص الإنجليزي
The purpose of this study was to identify the common errors made by third prepatory students in the recitation of Al-Quran . More spe cifically, the study attempted to identify the causes of the erors and to describe remedial strategies based on the teachers' and supervisors' views.
The population of this study consisted of Islamic Education teach ers in the public schools, which contain third preparatory students in the following regions of the Sultanate of Oman : Muscat, the Interior, Batinah, and South Batinah in the 1993 - 1994 academic year.
The sample of the study included (22) Islamic Education supervis ors and (215) teachers who taught Islamic Education to the third pre paratory students for at least one year.
The instrument of the study was a questionnaire which was divid ed into two categories : the error category which contained (36) items and the causes category which contained (76) items .
The validity of the questionnaire was established by using a panel of psychology and Islamic Education specialists. The reliability of the questionnaire was calculated in two ways : the internal consistency method (Cronbach Alpha=0.97) and the test-retest method , (the cor relation coefficient was 0.88).
The grade (60) which is the median of the rating was viewed as a criterion to determine whether the errors were common or not. The t test was used to determine the differences between the teachers based on gender, and between the teachers and the supervisors . The results of the study showed that:
(1) Based on the teachers' opinions, there were twelve types of errors, and based on the supervisors' opinions there were sixteen types of errors.
(2) Based on the gender variable , there were statistically significant differences in eight types of errors between male and female teachers. This demonstrates that male students made more errors than their female counterparts.
(3) There were statistically significant differences between the opinions of the supervisors and the teachers regarding some errors. Supervisors rated some errors more highly than did the teachers.
(4) The supervisors viewed variables related to the student, the curriculum and text books, the teacher, and the family as causes for the errors . Teachers' opinions were similar , but they did not think the teacher variable was an important cause of errors.
