The Impact of the SCAMPER Strategy on Achievement and the Development of Critical Thinking Skills among Fifth-Grade Literary Students in History

Abstract

This research aims to identify the effect of the SCAMPER strategy on achievement and the development of critical thinking skills among fifth-grade humanities students in history.

The experimental mix and two equivalent groups design with pre-test and post-test were adopted. The research population consisted of students from a school in Al-Rusafa 1 during the 2025-2026 academic year. The sample was randomly selected, with Section A representing the experimental group and Section B representing the control group. The research sample included 60 fifth-grade literary students studying history. To achieve the research objectives, the achievement test and Watson's Critical Thinking Test were used. The skills assessed were distributed across (interpretation, discussion, assumptions, reasoning, and conclusion). Validity and reliability were confirmed using the Spearman-Brown formula, with a reliability coefficient of 0.88. The most important finding was that the SCAMPER strategy has a positive effect on the academic achievement of fifth-grade literary students in modern and contemporary literary history. Based on these results, several recommendations were made, the most important being the adoption of this strategy in teaching modern and contemporary literary history due to its importance in improving achievement and developing students' critical thinking skills.