The effect of the formal organizer strategy on the achievement and visual thinking skills of first-year intermediate female students in social studies subject

Abstract

Due to Large number of criticisms directed at educational institutions such as being negligent in developing students’ ideas and teaching them how to develop these ideas, this paper came to fill in the gap by tackling the strategy of formal organizer and to show how effective this strategy was on the achievement and visual thinking skills among first-year intermediate female students in social studies subject. The current research was applied to sample of intermediate schools for girls in Iraq composed of (282) female students chosen randomly from number of intermediate schools for girls in the city of Diwaniyah for (2023-24) to identify the range of this strategy effectiveness in teaching the subject of social studies. The result indicated that there was a statistically significant difference between the average grades of the female students of the experimental group who studied social studies according to the formal organizer strategy, and the average grades of the female students of the control group who studied the same subject in the usual way in the achievement variable in favor of the female students of the experimental group. In light of the results, the researcher concluded teaching social studies based on the strategy of formal organizer raised the level of achievement, worked to give students a positive role in the learning process and raised visual thinking skills.