The Effect of the Three Bears Strategy on the Development of Lateral Thinking among Second-Year Intermediate School Female Students in History

Abstract

The current research aims to identify the effect of the Three Bears Strategy on developing lateral thinking among second intermediate grade female students in History.

To achieve the objective of the research, the following two hypotheses were formulated:

• There is no statistically significant difference at the significance level of (0.05) between the mean scores of the female students in the experimental group, who study according to the Three Bears Strategy, and the mean scores of the female students in the control group, who study according to the conventional method, in the lateral thinking test in History.


• There is no statistically significant difference at the significance level of (0.05) between the mean scores of the female students in the experimental group, who study according to the Three Bears Strategy, before and after the experiment in the lateral thinking test in History.

The current research adopted a partially controlled experimental design for two equivalent groups(experimental and control)with pre-and post-test. The research population consisted of second intermediate grade female students in secondary and intermediate schools affiliated with the First Rusafa Directorate of Education in Baghdad. The research sample was selected purposively and consisted of (62) female students, distributed into (30) female students in the experimental group and (32) female students in the control group. The researcher established equivalence between the two research groups in the following variables: chronological age calculated in months, parents’ educational attainment, and the pre-test of lateral thinking:.

The research results showed the following

• 
  

  The current research aims to identify the effect of the Three Bears Strategy on developing lateral thinking among second intermediate grade female students in History.

  
  

  To achieve the objective of the research, the following two hypotheses were formulated:

  
  
  
  
  • There is no statistically significant difference at the significance level of (0.05) between the mean scores of the female students in the experimental group, who study according to the Three Bears Strategy, and the mean scores of the female students in the control group, who study according to the conventional method, in the lateral thinking test in History.
  
  
  • There is no statistically significant difference at the significance level of (0.05) between the mean scores of the female students in the experimental group, who study according to the Three Bears Strategy, before and after the experiment in the lateral thinking test in History.
  
  
  
  

  The current research adopted a partially controlled experimental design for two equivalent groups(experimental and control)with pre-and post-test. The research population consisted of second intermediate grade female students in secondary and intermediate schools affiliated with the First Rusafa Directorate of Education in Baghdad. The research sample was selected purposively and consisted of (62) female students, distributed into (30) female students in the experimental group and (32) female students in the control group. The researcher established equivalence between the two research groups in the following variables: chronological age calculated in months, parents’ educational attainment, and the pre-test of lateral thinking:.

  
  

  The research results showed the following

  
  
  
  
  • There is a statistically significant difference between the mean scores of the female students in the experimental group who studied according to the Three Bears Strategy and the mean scores of the female students in the control group who studied according to the conventional method in the lateral thinking test.
  
  
  • There is a statistically significant difference between the mean scores of the female students in the experimental group who studied according to the Three Bears Strategy in the pre-test and post-test of lateral thinking.
  
  
  
  There is a statistically significant difference between the mean scores of the female students in the experimental group who studied according to the Three Bears Strategy and the mean scores of the female students in the control group who studied according to the conventional method in the lateral thinking test.


• There is a statistically significant difference between the mean scores of the female students in the experimental group who studied according to the Three Bears Strategy in the pre-test and post-test of lateral thinking.