The Effect of the Power of Thinking Strategy on Achievement and Development of Life Skills to Start Fifth-Grade Literary Students in History

Hanaa Ibrahim Mohamed

doi:10.17762/pae.v58i2.2271

Abstract

The current research aims to know the impact of the strategy of thinking power in achievement and development of life skills for fifth-grade literary students in history, by verifying the validity of the following null hypotheses. First, there is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study modern and contemporary European and American history according to the thinking power strategy and the average scores of the control group students who study the same subject in the usual way in the post-achievement test.Furthermore, there is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study modern and contemporary European and American history according to the strategy of thinking power in the pre- and post-life skills scale. Finally, there is no statistically significant difference at a significance level (0.05) between the average scores of the control group students who study modern and contemporary European and American history according to the usual method in the pre- and post-life skills scale. To achieve the goal of the research, the researcher adopted a partial controlled experimental design for the experimental and control groups, as well as the pre- and post-tests. The researcher applied the research experiment on a sample of fifth grade literary students in (Thuaiba Al-Islamiya Girls High School) affiliated to the General Directorate of Diyala Governorate Education for the academic year (2018/2019), which was randomly selected. The number of female students in the research sample was (66), of which (32) female students were for the experimental group that would be studied according to the strategy of thinking power, and (34) female students for the control group that would be taught according to the regular method. The researcher conducted equivalence between the two research groups with the following variables: (parents' academic achievement, first course scores for the academic year (2018/2019), IQ test scores, and pre-life skills scale scores.After the researcher determined the scientific subject that she will study for the students of the experimental and control groups in the experiment, namely the chapters (the fifth, sixth and seventh) of the modern and contemporary European and American history curriculum to be taught to the fifth grade literary students for the study year 2018/2019, the researcher formulated (131) behavioural goals according to the six levels for BLOOM classification of the cognitive domain (knowledge, understanding, application, analysis, synthesis and evaluation), daily instructional plans were prepared for the experimental and control groups.

Highlights

Our world today is witnessing a wide cognitive acceleration in all aspects of life, and this endless acceleration in development has been accompanied by a diversity in the scientific results expected of the student and in the educational strategies used by the teacher and evaluation methods that take into account all age groups and levels of knowledge of the student (Abu Asaad, 2010: 11)
Many conferences have been held calling for the necessity of renewal and adoption of modern strategies and methods in teaching, and among these conferences the thirteenth scientific conference at AlMustansiriya University, the College of Basic Education (Education is a living pulse and a renewed human action), which emphasized the need to develop the goals, content, methods, methods and teaching strategies in order to keep abreast of developments in teaching and learning processes. One of these strategies is the thinking power strategy, which is one of the modern strategies in learning and thinking as it focuses on the work of the mind and its processes (Oyakilome, 2014: 12) where mental processes work complementing each other, as through them the learner gets the information and ideas he needs to control his problems (Zaidan, 2017) and that the power of thinking is the largest power possessed by the learner, and it is a force that cannot be matched by strength because it builds a learner with a solid base capable of facing life problems that may face
The individual has knowledge, attitudes, values and skills that qualify him to live with all people and to deal with and interact with all social institutions in a manner that leads to adaptation and the ability to work and participate in the process of economic, social and political development (Al-Laqani, 2001: 218-219) Teaching the history curriculum faces many problems due to reliance on memorization and indoctrination by its teachers in most of our schools, the history curriculum is the main way to know the issues of the present and the and analytical method in his study as well future by studying the past, but it faces a as the experimental method

Summary

Introduction

Our world today is witnessing a wide cognitive acceleration in all aspects of life, and this endless acceleration in development has been accompanied by a diversity in the scientific results expected of the student and in the educational strategies used by the teacher and evaluation methods that take into account all age groups and levels of knowledge of the student (Abu Asaad, 2010: 11). The individual has knowledge, attitudes, values and skills that qualify him to live with all people and to deal with and interact with all social institutions in a manner that leads to adaptation and the ability to work and participate in the process of economic, social and political development (Al-Laqani, 2001: 218-219) Teaching the history curriculum faces many problems due to reliance on memorization and indoctrination by its teachers in most of our schools, the history curriculum is the main way to know the issues of the present and the and analytical method in his study as well future by studying the past, but it faces a as the experimental method He weakness in the methods and methods of designed an achievement test to be applied teaching it as it does not develop the to students, as well as prepared a note card scientific thinking of students, which led on a sample of teachers.

Objectives

Results

Conclusion