The impact of cognitive perception strategies and the self-learning schedule on the achievement of geography and critical thinking among fourth grade literary students

Abstract

        The research aims to find out the effect of Realization Cognitive strategy  and self-table (K.W.L. plus) strategy in achievement of geography material and the critical thinking for students of literary forth class.

The researcher depended a partial control experimental design with the three groups(the competence groups with the post test). the researcher chose salah aldeen school Intermediate for boys from between schools first AL-Rusafah Directorate. The research sample consisted of (97) students the randomly distributed on three groups; (B)is assigned the first experimental group contained(33)students, and(A) is assigned the second experimental group (32)students, and (C) is assigned the control group contained(32)students  .

The researcher adequate the three groups in many variables ; prior knowledge ,age , IQ , achievement of geography in the first chapter.

          the researcher restricted the teaching of educational subject that contained the two chapters fourth and fifth from geography book for the fourth class of literary department for academic year (2014-2015) The researcher analysis the two last chapters of Content material, formulated behavioral objectives according to bloom classification for cognitive, and in the light of the  behavioral objectives and material content .(Twenty) lesson plans are prepared per group from three groups .Two tests are constructed ,the first one is for Achievement including (40) test items (29)objective items of multiple choice type,(11)items of essay type ,while the second test is for critical thinking skills including (60) test items , and after two months and half the researcher applied both of the post achievement test and critical thinking and by using one-way ANOVA and Scheffe test ,the result were as follows  :

1. There are not statistically significant differences on level of significance of (0,05 ) between the average score of first experimental group and the average score of second experimental group in achievement test and critical thinking test .


2. There are statistically significant differences on level of significance of (0,05) between the average score of first experimental group and the average score of control group in achievement test and critical thinking test and the result was sided with first experimental group .


3. There are not statistically significant differences on level of significance of (0,05) between the average score of second experimental group and the average score of control group in achievement .


4. There are statistically significant differences on level of significance of (0,05) between the average score of second experimental group and the average score of control group in critical thinking and the result was sided with second experimental group.

 In the light of the above stated results, suitable conclusions, recommendations, and suggestions for further studies are put forward.