scholarly journals Effectiveness of Stimulating Neural Branching Strategies in Developing Creative and Critical Thinking among Eighth Grade Students in Sultanate of Oman

2017 ◽  
Vol 11 (2) ◽  
pp. 425
Author(s):  
Khadija A. Al Balushi ◽  
Sulaiman M. Al Balushi
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Male Student ◽  
Study Groups ◽  
Female Students ◽  
Control Group ◽  
Sultanate Of Oman ◽  
Eighth Grade Students ◽  
Research Questions ◽  
Experimental Group

This research aims to examine the effect of teaching by using strategies that stimulate neural branching in creative and critical thinking of study groups. The sample of this study consisted of two experimental groups and a control group. In terms of the treatment, one experimental group was taught using strategies that stimulate the neural branching in human brain mentally. The other experimental group was taught using the same strategies supported by technology. The control group was taught using the traditional instruction. The sample included (95) male student and (102) female students from two schools of the governorate of Muscat. To answer the research questions, Torrance test of creative thinking (TTCT) and Watson & Glaser critical thinking test (WGCTT) were used. The results show that the experimental groups significantly outperformed the control group with respect to the creative thinking test. However there were no statistically significant differences between the study's groups in the critical thinking test. This study recommends investment of mental capacities of the learners to encourage creative thinking and train teachers on using methods that stimulate neural branching.

scholarly journals The Impact of Using the First and Third Parts of the Cort Program on the Development of Critical Thinking for Talented Students in Tafila Governorate

2019 ◽  
Vol 9 (3) ◽  
pp. 72
Author(s):  
Dr. Jehad .Abed Rabbo
Keyword(s):  
Critical Thinking ◽  
Educational Level ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teacher Competencies ◽  
Talented Students ◽  
The Impact ◽  
Experimental Group

This study aims to examine the impact of using some of the skills of the (CoRT) program on the development of critical thinking skills among a sample of talented students in King Abdullah II School of Excellence in Tafila Governorate. The sample consisted of 60 male and female students randomly selected. They were divided into two groups: an experimental group that consisted of 30 students exposed to the acquisition of the skills of the CoRT program and the control group that consisted of 30 students who did not study the program. The Watson Glaser critical thinking test was also applied. The results shows a statistically significant effect, at (α≤ 0.05), in improving the critical thinking skills of the students of the experimental group and shows a statistically significant effect on the test of critical thinking skills due to the variable of educational level and for the favor of the ninth grade. The study also reveals that there were no statistically significant differences in the test of critical thinking skills in relation to the the gender variable. The researcher recommends developing the teacher competencies to teach the skills of thinking in general and critical thinking skills, in particular, through the conducting of courses, seminars, and workshops in the CoRT program.

scholarly journals The Effect of using the 5E Instructional Strategy in developing critical thinking skills for third-grade intermediate students in the jurisprudence course: أثر استخدام استراتيجية دورة التعلم الخماسية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث المتوسط في مقرر الفقه

2021 ◽  
Vol 5 (47) ◽  
pp. 124-95
Author(s):  
Ahlam Merji Al- Muhammadi Ahlam Merji Al- Muhammadi
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Instructional Strategy ◽  
Study Groups ◽  
Thinking Skills ◽  
Third Graders ◽  
Critical Thinking Skills ◽  
Control Group ◽  
And Control ◽  
Experimental Group

This study investigates the effect of the 5E Instructional strategy on the development of critical thinking skills of intermediate third graders through Jurisprudence course compared to the normal way of teaching. In order to achieve this goal the researcher adopted a pre- post two- group (experimental and control) quasi- experimental research methodology. The tool of the study was a critical thinking skills test based on Mary McFarland's strategy. After the validation and calculation of the tool's reliability, the researcher piloted the tool at a random sample consisting of (63) female intermediate third graders in thirtieth Medina School. The study used a number of appropriate statistical analyses which included: means of scores, standard deviation, alpha Cronbach coefficient reliability test of critical thinking skills, and T- test for independent samples to ensure group homogeneity of study groups, and to see the effect of using the 5E Instructional strategy on developing the critical thinking skills of the students. The obtained results indicated that there are statistically significant differences at the level of significance (a = 0.05) between the mean scores of experimental group and control group students in the critical thinking skills test in favor of the experimental group. In the light of these results, a number of recommendations have been made, namely: religious science teachers should be supervised towards more attention to the development of critical thinking skills; paying attention to the involvement of the student in the learning process; encouraging students to express their opinions and being able to defend their point of view in order to increase the level of critical thinking skills and finally to employ the 5E Instructional strategy in teaching jurisprudence course. Based on the findings of the study, a group of suggestions for future studies have been made that can be considered as extension to the current study.

The effect of listening teams Strategy on achievement and Critical thinking among middle School Students in literature and texts

2021 ◽  
Vol 28 ◽  
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Middle School Students ◽  
Traditional Method ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
School Students ◽  
Female Officer ◽  
Experimental Group

The current research aims to know the effect of listening teams on achievement and Critical thinking among middle school Students in literature and texts .To reach this goal ,the research hypotheses were formulated and to verify these hypotheses ,a sample of fourth –grade students in science at Al-Zahraa secondary school for girls was selected and this sample was divided into two groups one of them represents the experimental group ,numbering (36) female students ,and the other representing the control group ,numbering (31)female students ,The equivalence process was conducted on the two study groups ,the chronological age. The parents ,academic achievement ,Previous Knowledge .The pretest critical thinking .The experimental group was taught according to the listening teams Strategy and the control group according to the traditional method .The study required The presence of two tools, the first is the achievement test in the subject of literature and texts, and its final form consists of (20) objective test items of the type of multiple choice .The second tool is the critical thinking test. After data collection and statistical analysis ,the results showed that the students of the experimental group who studied according to the listening teams strategy over the group students the female officer who studied according to the traditional method The achievement test and critical thinking . ,Achievement ,Critical thinking Listening Teams Strategy Key words: . Literature and texts

scholarly journals The Effect of Using Critical Thinking Activities on Knowledge Monitoring in Science of Seventh Graders in the Sultanate of Oman

2016 ◽  
Vol 10 (1) ◽  
pp. 19
Author(s):  
Ibrahim S. Al-Harthy ◽  
Abdullah K. Ambusaidi
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Seventh Graders ◽  
Control Group ◽  
Sultanate Of Oman ◽  
Seventh Grade ◽  
Group Recommendations ◽  
Knowledge Monitoring ◽  
Experimental Group ◽  
Academic Test

The aim of the current study was to investigate the effects of using critical thinking activities in the classroom to enhance and develop students’ knowledge monitoring and whether knowledge monitoring predicts students’ academic achievement in Science. Fifty females were randomly selected from the seventh grade at one of Al-Saeeb province schools in Muscat governorate. Subjects were assigned to an experimental group (n=24) and to a control group (n=26). Both groups were taught same materials by the same teacher. The critical thinking activities were manipulated into the experimental group, whereas the control group received no critical thinking activities. Pre and post tests of knowledge monitoring were obtained. Subjects took an academic test at the end of the experiment. The results demonstrated that knowledge monitoring in experimental group significantly improved. Significant differences were found between pre and post knowledge monitoring in the experimental group. Recommendations and suggestions are discussed.

scholarly journals The effect of Daniel's model on the development of critical thinking in the subject of Arabic language among students of the College of Management and Economics

2021 ◽  
Vol 58 (1) ◽  
pp. 1887-1900
Author(s):  
Assist. Prof. Rafid Sabah al-Tamimi, Dr. Khamael Shakir Ghanim
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Alternative Hypothesis ◽  
Arabic Language ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

 This research aims to identify the impact of Daniel's model on the development of critical thinking. In order to achieve this objective, the following hypotheses are formulated: There is no statistically significant difference at the significance level (0.05) between the average differences in the post-test scores of the experimental group taught according to Daniel's model and the control group taught according to the traditional method in the measure of critical thinking.  There is no statistically significant difference at the significance level (0.05) between the average differences in the pre- and post-tests scores of the experimental group taught according to Daniel's model in the measure of critical thinking. The current research is limited to a sample of the first stage students in the department of statistics, College of Management and Economics, Baghdad University for the academic year 2019-2020. The California critical thinking test is applied in the post-test to the control group, which consisted of (47) students, and the experimental group, which consisted of (44) students. After using T-test for two independent and related samples, the results show that: There is a statistically significant difference between the average of the scores of the two research groups in favor of the experimental group. Therefore, the null hypothesis rejected and the alternative hypothesis is accepted that there is a statistically significant difference between the average of scores of the experimental and control groups in the post-test of critical thinking. There is a statistically significant difference between the average of scores of the experimental group students in the pre- and post-tests of the creative thinking. This refers to a development in the critical thinking among the students of the experimental group. In the light of the results, a number of conclusions, recommendations and suggestions are presented at the end of this research.

scholarly journals Students’ Perceptions toward Speaking Achievement and Critical Thinking on the Use of British Parliamentary Debating System

2018 ◽  
Vol 1 (4) ◽  
pp. 441-447
Author(s):  
Yunda Lestari
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Control Group ◽  
Control Group Design ◽  
Study Program ◽  
Parliamentary Debate ◽  
Equivalent Control ◽  
System 2 ◽  
Experimental Group ◽  
The Way

The aims of this study are to find out (1) what are the students’ perceptions toward speaking achievement on the use of British Parliamentary Debating System; (2) what are the students’ perceptions toward critical thinking on the use of British Parliamentary Debating System. The study conducted as an experimental method. Non-equivalent control group design was applied in this study. The population of this study was all semester students of English Study Program of Baturaja University in the academic year 2017/2018 with the total number of population is 118. Cluster random sampling was used in taking the sample. The total numbers of students as samples are 51 students. Students who belong to the experimental group had been taught by using British Parliamentary Debate. The questionnaire was used as the instrument in identifying the students’ perceptions of BP Debate toward speaking achievement and critical thinking. The questionnaire was distributed after the posttest in the experimental group. The result showed that most of the students thought that British Parliamentary Debating System stimulated critical thinking actively, easier students in giving argument constructively, helped students in giving the relevant argument and to find the way in making or providing good arguments. BP Debate also stimulated creative thinking and most of them thought that British Parliamentary Debating System stimulated critical thinking actively, easier students in giving argument constructively, helped students in giving the relevant argument and to find the way in making or providing good arguments. BP Debate also stimulated creative thinking.  

scholarly journals The Effect of Analogy Strategy in Teaching Science on Achievement and Development of Creative Thinking Skills of the First Grade Intermediate Female Students: أثر استراتيجية المتشابهات في تدريس العلوم على التحصيل وتنمية مهارات التفكير الابتكاري لدى طالبات الصف الأول المتوسط

2020 ◽  
Vol 4 (19) ◽  
Author(s):  
Haleema Sulieman Ziyad
Keyword(s):  
Science Teachers ◽  
Cultural Awareness ◽  
Creative Thinking ◽  
First Grade ◽  
Thinking Skills ◽  
Female Students ◽  
Control Group ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The research aimed to know The Effect of The Analogies Strategy in The Teaching of Science on Achievement and The Development of Creative Thinking Skills of The First Grade Intermediate Female Students, To achieve the aim of the research, the approach was used experimental; it was chosen as the experimental design for the two experimental and control group with the test after- behind, where the researcher prepared a test in the Achievement and The Creative Thinking Skills, was chosen as a random sample numbered (60) Student, the students of The First Grade Intermediate Female Students in Abha, Asir Province, has been divided into two groups: experimental numbered (30) student, studied using the Analogy strategy, and an officer numbered (30) students, studied using the usual way, it has been applied to the experience during the first semester of the academic year 1436/1437 AH. At the end of the experiment was applied the both two tests on the two groups, has resulted in the search for and no statistically significant differences at the level of results (0.05) between the mean scores of students in the experimental group (which studied using Analogy strategy) and control group (studied using usual) way, in the post application to test the Achievement and testing of Creative thinking skills for the experimental group. Also, it found that the use of Analogy strategy in the teaching of science has had a significant impact on the achievement and Achievement and The Development of Creative Thinking Skills of The First Grade Intermediate Female Students. In the light of the results, the study recommended to ensure that science teachers use the strategy of analogies in teaching because of its impact in achieving the desired goals, and increase the cultural awareness of science teachers about the topic of innovative thinking and the importance of its development among their students, and I also proposed conducting a study of the impact of science education using the analogies strategy on developing other skills of thinking.

scholarly journals The effectiveness of augmented reality in developing academic achievement and critical thinking for high school female students in Dammam and their attitudes towards it: فاعلية الواقع المعزز في تنمية التحصيل الدراسي والتفكير الناقد لدى طالبات المرحلة الثانوية في مدينة الدمام واتجاهاتهن نحوه

2020 ◽  
Vol 4 (25) ◽  
Author(s):  
Eman Embarak Abdullah Alghamdi, Eman Mohamed Mabrouk Kotb
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Critical Thinking ◽  
Augmented Reality ◽  
Traditional Education ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
The Mean ◽  
Experimental Group

The research aims to reveal the effectiveness of augmented reality in developing academic achievement and critical thinking for high school female students in Dammam Governorate in the Kingdom of Saudi Arabia and their attitudes towards it in the library and research course, The researcher used the descriptive and semi-experimental approaches, the research sample consisted of (44) female students from the first secondary class students, they were divided into two groups, the experimental group and their number (22) students use augmented reality, and the control group and their number (22) students use traditional education, the research used three tools represented in the achievement test, the scale of critical thinking, and the scale of trends, the research found that there are statistically significant differences at the level of significance (0.05 ≥ α) between the mean scores of students of the experimental group that use (augmented reality) and students of the control group that use (traditional education) in the post-application of the achievement test and the scale of critical thinking in favor of the experimental group, also, there are statistically significant differences at the significance level (0.05 ≥ α) between the mean scores of the students of the experimental group that use (augmented reality) in the pre and post application of the scale of trends in favor of the post application, the research recommended the necessity of using augmented reality technology in teaching library material and research in particular and the higher-order thinking skills included in the various subjects in general.

scholarly journals Design-Based Learning Model and Senior Secondary Students’ Learning Achievement in Solid Geometry

2016 ◽  
Vol 12 (34) ◽  
pp. 272
Author(s):  
Wonu, Nduka ◽  
Arokoyu, Abosede Ajoke
Keyword(s):  
Secondary Students ◽  
Female Students ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Learning Gain ◽  
Learning Achievement ◽  
Solid Geometry ◽  
Research Questions ◽  
Senior Secondary ◽  
Experimental Group

This study is an exploration of the effectiveness of Design-Based Learning (DBL) model in the improvement of senior secondary students’ achievement in solid geometry in Emohua Local Government Area of Rivers State. The quasi-experimental design was adopted. A sample of 59 Senior Secondary School I (SSSI) students took part in the study. Solid Geometry Achievement Test (SGAT) was the instrument used for data collection. The Kuder-Richardson KR-21 method was used to establish the reliability of SGAT to obtain an index of 0.84. Two research questions and two null hypotheses guided the study. The research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) at .05 level of significance. The findings established that DBL model was superior to Problem-based Learning (PbL) model in advancing the learning achievement of students in solid geometry. The students of both groups improved in learning over time with higher learning gain among students in the experimental group. The male and the female students in the experimental group outperformed their counterparts in the control group over SGAT scores. The male and the female students taught using the DBL and PbL respectively did not significantly differ over SGAT scores. It was recommended among others that mathematics teacher should apply the DBL in teaching solid geometry in the senior secondary schools in Nigeria because when effectively utilized, this instructional model is capable of advancing the learning achievement of students in mathematics irrespective of their locations and gender

scholarly journals The Effect of Using Six Dimensional Strategy PDEODE in Teaching Science on the Basic Eighth Grade Students' Achievement and their Attitudes towards it

2020 ◽  
Vol 14 (3) ◽  
pp. 417
Author(s):  
Waleed H. Nawafleh ◽  
Razan M. Muheedat
Keyword(s):  
Teaching Strategy ◽  
Attitude Scale ◽  
Female Students ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Eighth Grade Students ◽  
Level Of Knowledge ◽  
Experimental Group

The study aimed to investigate the effect of using PDEODE strategy on the eighth grade students’ achievement  in science and their attitudes towards the strategy. To achieve the objectives of the study, a sample of eighth grade students was selected, consisting of 61 students distributed in two groups: an experimental of 31 female students who studied science using PDEODE strategy, and a control group of 30 female students who studied via the regular method. Two instruments were built; The first was an achievement test, which was applied on both groups before and after treatment, and the second was an attitude scale, which was applied on the experimental group after treatment. The results revealed that there is a statistically significant difference in the achievement of female students attributed to the teaching strategy on the test level as a whole, and at the level of knowledge fields (remembering, understanding, analyzing), for the benefit of the experimental group. There were, however,  no differences  between the two groups at the applying  level. The results also indicated that the attitudes of students in the experimental group towards learning with PDEODE strategy were high and positive.

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