Abstract
The current research aims to find out the impact of the infographic strategy in the achievement and development of visual thinking among second-grade intermediate students in the subject of social science by verifying the validity of the following null hypotheses. There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study the social subject according to the infographic strategy and the average scores of the students of the control group who study the same subject in the usual way in the post-achievement test.There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study social studies according to the infographic strategy and the average scores of the students of the control group who study the same subject according to the usual method of the dimensional visual thinking test.There is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study the social subject according to the infographic strategy in the pre- and post-visual thinking scale.There is no statistically significant difference at the level of significance (0.05) between the average scores of the control group students who study the subject of social studies according to the usual method in the pre- and post-visual thinking scale.To verify this, the researcher used an experimental design with partial control with the experimental and control groups, and the pre- and post-tests. According to the infographic strategy and Division (E), the control group is represented, which is taught in the usual way. The number of female students in the two groups was (56), of which (26) were students in Division (D) and (30) were students in Division (E). The researcher did not find female students who had failed in the same phase year. The researcher used the same conditions for the two groups of research in the following variables: academic achievement of fathers, academic achievement of mothers, chronological age calculated in months, scores for the pre-visual thinking scale, IQ test scores, degrees of social science from the 2016/2017 academic year.
Highlights
There are challenges facing the educational process in the twenty-first century, the matter that requires these challenges, most notably what middle and high schools suffer today from a teaching process that takes place in the manner of direct indoctrination of female learners, especially in teaching social subjects
In the teaching process. (Khazraji, 2016: 7). This is confirmed by the study (Al-Jubouri and Al-Jarrah, 2016), because the goal of teaching social subjects does not depend on providing students with a large amount of information, concepts and terminology only, and developing skills that enable them to research, investigate facts, verify their validity and make decisions about them, and this requires an effort from the teachers of these materials to constantly renew. (Al-Masoud and Al-Lami, 2014: 22) In addition to the exploratory questionnaire that was distributed to a group of sociology teachers, as it confirmed that there is a weakness in the achievement of second-grade intermediate students in history, as well as continuing to use the traditional methods
Research Results 1) There is no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who study the social subject according to the infographic strategy and the average scores of the control group students who study the same subject in the traditional way in the postachievement test
Summary
There are challenges facing the educational process in the twenty-first century, the matter that requires these challenges, most notably what middle and high schools suffer today from a teaching process that takes place in the manner of direct indoctrination of female learners, especially in teaching social subjects. That they have a role other than listening and listening most of the time, which generated educated women who do not go out of the circle of memory and do not possess higher skills, which calls for a comprehensive review of the teaching patterns practiced with the educated women that resulted in these disappointing results and ambitions, and this is exemplified by the emergence of traditional learning(Abdullah, 2011). The researcher believes that it is necessary to keep pace with recent developments in teaching to ensure positive outcomes that enjoy originality and creativity and reduce the gap between us and the countries of the developed world that have witnessed qualitative and quantitative leaps in various areas of life by developing the teaching methods prevailing in our schools and this is what was recommended by many conferences that held in Iraqi universities, which emphasized the necessity of using modern strategies in teaching and reducing the use of traditional methods
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