The Effectiveness of the Thinking Acceleration Model in Developing the Inductive Thinking of the Fourth Preparatory Grade Students in the Arabic Language Subject

Abstract

The research aims to identify the effectiveness of the thinking acceleration model in developing inductive thinking among fourth-grade preparatory students in the Arabic language subject. To achieve the aim of the research, the researchers put two null hypotheses: 1- There is no statistically significant difference between the average scores of the experimental group students who studied according to the acceleration thinking model and the average scores of the control group students who studied according to the conventional method in the post-acceleration thinking test. 2- There is no statistically significant difference between the mean of the difference in the pre and post-tests for the experimental group that studied according to the model of accelerating thinking and the control group that studied according to the conventional method of developing inductive thinking. As for the research sample, it was intentionally selected from the research community and consisted of fourth-grade students in (Al-Hikma Preparatory School for Boys) in the city of Mosul for the first semester of the academic year (2021-2022) ; (32) students for the experimental group, and (32) for the control group. The researchers used the experimental method and conducted the process of equivalence between the members of the two research groups in a number of variables, which included: the chronological age calculated in months, the degree of the Arabic language subject for the previous year, the academic achievement for the previous year (general average), the intelligence quotient, and the inductive reasoning test. To achieve the aim of the research, two tools were required: the first is the inductive reasoning test as a research tool, and the second is the achievement test. The two tests were characterized by validity and reliability. After preparing the teaching plans and the two tools, the researchers applied the experiment themselves in the first semester on Wednesday (10/11/2021) and ended on Tuesday (18 /1/2022), The post-inductive reasoning test was also applied on Sunday (1/23/2022) to the two groups. After collecting the data and statistically analyzing it, the researchers came up with a number of conclusions, recommendations and suggestions, including: - Proving the effectiveness of the thinking acceleration model in developing inductive thinking among students of the fourth scientific grade compared to the conventional method by describing inductive thinking as an intellectual process and an integrated system that has its foundations, principles, skills, and practices in our schools and with the available capabilities. - Directing the directorates of education, male and female teachers of the Arabic language, to use the accelerated thinking model as an alternative to the conventional teaching methods that make the student just a future for what he receives. - The effectiveness of the Thinking Acceleration Model and Thelin's model in acquiring the fourth preparatory grade students of grammatical concepts and developing their inferential thinking.