The effect of using active learning strategies on the achievement and development of pivotal thinking skills for fifth-grade literary female students in the subject of history

Abstract

The current research aims to identify the effect of using active learning strategies on achievement and the development of pivotal thinking skills among fifth-grade literary female students in history.

     To achieve the goal of the research, the researcher adopted the experimental method with partial control, which includes four groups, three experimental groups and a control group.

     The researcher rewarded the four research groups in the variables (the chronological age of the students calculated in months, the intelligence test (Raven), the tribal axial thinking test, the history subject scores in the final exam (fifth literary grade) for the previous academic year 2016-2017), the academic achievement of the parents (fathers, and mothers).

The results showed the following:

1-There is a statistically significant difference between the students of the experimental groups who studied according to active learning strategies and the students of the control group who studied according to the usual (traditional) method in the variable of achievement test subject history in favor of the experimental groups.

2-There is a statistically significant difference between the students of the experimental groups who studied according to active learning strategies and the students of the control group who studied according to the usual (traditional) method in the variable of testing pivotal thinking skills in favor of the experimental groups.

3-There is a statistically significant difference between the scores of the students of the experimental groups who studied according to the active learning strategies in the tribal and remote thinking tests in favor of the post test, and the absence of a statistically significant difference between the scores of the students of the control group who studied according to the usual (traditional) method in the two thinking tests. tribal and posterior.

In light of the results of the research reached by the researcher, the conclusions were drawn, including:

1-The use of active learning strategies (learning cell, read-discuss-share, and structured questions to solve problems) according to pivotal thinking skills increases students’ motivation, activity, and achievement in modern and contemporary European and American history, and develops their pivotal thinking skills, compared to the method Ordinary.

Accordingly, the researcher recommended a number of recommendations, including:

1-The necessity of introducing history teachers to the importance of active learning strategies and pivotal thinking skills, and how to benefit from them in teaching the subject by preparing training courses for them.

2-Reconsidering the contents of the curriculum and other study materials and including them in the skills of pivotal thinking in proportion to the age group of the different stages.