The Impact of the All-School Learning Model on the Achievement of Fourth-Grade Literary Students in History and Their Collective Thinking Skills

Abstract

This research aimed to identify the impact of the all-encompassing learning model on the achievement of fourth-grade literary students in history and the development of their collective thinking skills. The researcher employed an experimental approach and adopted a quasi-experimental design with two equivalent groups: an experimental group and a control group. Two tests were administered: one for achievement and one for collective thinking skills. The research population consisted of 58 fourth-grade literary students from Ahmed Al-Husseini Preparatory School for Boys, affiliated with the General Directorate of Education of Al-Rusafa/2, during the 2025-2026 academic year. Two sections (A) and (B) were purposively selected, with 29 students in the experimental group and 29 students in the control group. The achievement test consisted of 30 multiple-choice items, and the collective thinking skills test consisted of 16 multiple-choice items distributed across three main skills. After conducting appropriate statistical analyses, the results showed statistically significant differences in the post-test scores for both the achievement test and the collective thinking skills test, favoring the experimental group compared to the control group.

The research addresses the following boundaries: Fourth-grade literary students in government preparatory and secondary day schools affiliated with the General Directorate of Education of Rusafa/2, first semester, for the academic year 2025 AD, and the content of the history textbook prescribed for teaching fourth-grade literary students, for the three chapters: (Chapter 1 / The concept of civilization and the city, Chapter 2 / The civilization of the Arabs before Islam, Chapter 3 / Administrative institutions, from the history textbook for the fourth grade literary, Iraqi Ministry of Education, revised edition (8) 2025 AD.