EFFECTIVENESS OF USING STRATEGY OF ROLES PLAYING IN DEVELOPING ENVIRONMENTAL ADVOCACY SKILLS FOR PREPARATORY STAGE STUDENTS

Abstract

The current research aims to develop the skills of environmental advocates in junior high school students using a role-playing strategy training programme. sing a training program based on a role-playing strategy and measuring its effectiveness. A list of some environmental advocacy skills that are suitable for their development among students of this stage was prepared, then a list of the most important environmental issues that society suffers from, which must be included to develop environmental advocacy skills, was prepared. A note card for environmental advocacy skills was designed consisting of (38) phrases. Selecting a sample consisting of (30) female students from the second year of middle school from Al-Shaheed Hisham Shata Preparatory School for Girls. The search tool represented by the note card was applied beforehand, then the program was applied, and then the note card was applied remotely. Study findings: There are differences with statistical significance between the average degrees of the study sample for the total scale of environmental advocacy skills, as the T value has reached (69.2), which is a significant value at a significant level (0.05). And the average degrees of the pre-application sample was (13.0), and the average degrees of the post-application sample (99.85) in favor of the post-application after using the role-playing strategy. The impact size for the total scale of environmental advocacy skills is big, as the d value has reached (0.916), which is a larger value than (05), and the value of ETA 2 (0.840), representing a large impact size, that indicates the effectiveness of education with the role-playing strategy in developing environmental advocacy skills among middle school students. In light of the current study findings, the researchers recommend: The need of giving care developing environmental advocacy skills within the middle school curricula. The need to train middle school teachers on how to develop environmental advocacy skills using the role-playing strategy during their teaching of the middle school curricula.