The Effect of The Double-Entry Journaling Strategy on The Achievement And Wisdom-Based Thinking of Fifth-Grade Literary Students In History

Abstract

    This research aimed to determine the effect of the double-entry journaling strategy on the achievement and wisdom-based thinking of fifth-grade literary students in history. The research population consisted of fifth-grade literary students in government preparatory and secondary schools affiliated with the General Directorate of Education in Baghdad Governorate during the academic year (2023-2024). The researcher intentionally selected Al-Nour Preparatory School for Boys as the field for conducting the research experiment. The research sample size was (60) students, divided into two groups (experimental and control), with (30) students in each group. The researcher prepared an achievement test consisting of (40) multiple-choice items, the validity and

were confirmed. The researcher adopted the Brown and Crane scale, adopted by (Mohammed, 2016), for wisdom-based thinking, which consists of (36) items distributed across (6) skills. The results of the study showed that:

 - The experimental group, which studied according to the double-entry journaling strategy, outperformed the control group, which studied according to the traditional method. In the achievement test, the experimental group, which studied using the double-entry journal strategy, outperformed the control group, which studied using the traditional method, on the wisdom-based thinking skills scale. The study concluded with a set of recommendations and suggestions.