The Effect Of The Strategies Of Circular Debate (Cyclic Succession) And Overlapping Waves On The Achievement Of History Subject And The Development Of Deductive Thinking Among Fifth-Grade Literary Students.

Abstract

  This research aims to find out:

1- The effect of the strategies of circular debate (cyclic succession) and overlapping waves on the achievement of the modern and contemporary history of Europe and America for fifth-grade literary students.

2- The effect of the strategies of circular debate (cyclic succession) and overlapping waves in developing deductive thinking when teaching the subject of modern and contemporary history of Europe and America to students of the fifth literary grade in the subject of modern and contemporary history of Europe and America.

To achieve the two objectives of the research, the researcher developed the following two null hypotheses:

1-There are no statistically significant differences between the two averages between the students of the first three experimental groups, which study the history subject using the (annual magazine) strategy, the second experimental group, which studies the history subject using the (overlapping waves) strategy, and the control group, which studies the subject themselves according to the traditional method in the achievement test.

2-There are no statistically significant differences between the average grades of the students of the first three experimental groups, which study the history subject using the (cyclic reasoning) strategy, the second experimental group, which studies the history subject using the (overlapping waves) strategy, and the control group, which studies the same subject according to the traditional method of developing deductive thinking. .

  The study sample consisted of (110) students distributed into three groups: (38) students in the first experimental group, which studied history using the circular debate strategy, (36) students in the second experimental group, which studied history using the overlapping waves strategy, and ( 36) Students in the control group studied the subject in the same way Traditionally, the researcher was rewarded among the research groups on the variables (prior knowledge, intelligence test, chronological age, deductive thinking test). The researcher prepared a post-achievement test consisting of (50) multiple-choice and essay-type items and verified its validity, reliability and psychometric properties. The ready-made deductive thinking scale prepared by Al-Awaid (2008) was adopted, as the scale’s items reached (40) of the multiple-choice type, and the researcher used the statistical program (SPSS) to analyze the data statistically.

  The study concluded:

1-The students of the first experimental group outperformed the students of the other two groups, and the students of the second experimental group outperformed the students of the control group in the achievement test.

2- The students of the first experimental group outperformed the students of the other two groups, and the students of the second experimental group outperformed the students of the control group in the deductive thinking test.