Abstract
The present study aims to identify the influence of the SWOT analysis strategy on the achievement of the fifth preparatory literary class students’ evaluative thinking at history. The researcher adopted the experimental design with partial control of the experimental and control groups and the post-test to achieve the objectives of the present study. The researcher randomly chose Section (B) to represent the experimental group that It is taught according to the SWOT analysis strategy, and Section (A) to represent the control group that is taught according to the traditional method. The number of the two research groups reached (62) students, of which (31) students were in the experimental group and (31) students were in the control group. The two groups were equalized in the variables, including the chronological age, the achievement of the fourth class at history, and the evaluative thinking. The two research tools; the achievement test and its validity and reliability were verified. The evaluative thinking test and its psychometric properties were verified. The researcher used the t-test) For two independent samples for data processing. The results show the superiority of the experimental group over the control group in terms of achievement and evaluative thinking.
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