The Effectiveness of the REACT Strategy on Achievement and Dual Thinking among Fifth Grade Literature Students in History

Abstract

The aim of the research is to identify the effect of REACT strategy on the achievement and doublethinking of fifth-grade literary students in history. The experimental method was adopted, with two groups: experimental and control. The experiment was applied to (60) students from the fifth-grade literary class. Equivalence was achieved between the two groups. An achievement test was prepared consisting of (40) multiple-choice items, and the doublethink test consisted of (24) items. The two tests achieved validity, reliability and other psychometric properties. The results showed the superiority of the experimental group in the scores of the achievement and doublethink tests. The research recommended adopting the REACT strategy in teaching history to literary students. Teachers should be trained to use it and to accept the ideas presented by students and work to encourage and develop them. The REACT strategy led students to develop a high capacity for observation, discovering relationships between historical periods, finding solutions and alternatives, and making decisions.

The REACT strategy can positively impact the improvement of doublethink by encouraging students to construct their own knowledge through interaction with the environment and other students.

Developing participants' knowledge and skills in using their abilities in cooperative learning sessions through the steps of the REACT strategy may enhance their doublethink.

The REACT strategy steps contributed to a sense of collective competition among students, a sense of satisfaction and participation among them, and a smooth passage of class time without boredom or frustration. This may help develop their doublethink.

Putting out questions and thinking about solutions created a free classroom environment, particularly when teaching historical problems. From what the researcher observed, it generated student interaction, which led to an increase in their doublethink.