The Effectiveness of Constructing a Proposed Model Based on the Theory of Transformative Learning in the Achievement of College of Education Students in the Subject of General Teaching Methods and Their Reflective Thinking

Abstract

The current research aims to identify the effectiveness of a proposed model based on the theory of transitive learning in the achievement of students in education colleges in general teaching methods and their guided thinking. The objectives of the research can be detailed as follows:

1.To build a proposed model based on the theory of transitive learning.

2.To verify the effectiveness of the proposed model in the achievement of students in education colleges in general teaching methods and their guided thinking.

To achieve the research objectives, a proposed model was constructed based on the theory of transitive learning using a descriptive and experimental research methodology. The following null hypotheses were formulated:

1.There is no statistically significant difference at the 0.05 level between the average scores of the experimental group students who will study according to the proposed model and the average scores of the control group students who will study using the conventional method in the post-achievement test.

2.There is no statistically significant difference at the 0.05 level between the average scores of the experimental group students who will study according to the proposed model and the average scores of the control group students who will study using the conventional method in the guided thinking scale.

An experimental method with a partially controlled design was used to determine the effectiveness of the proposed model on a sample of third-year students at the College of Education, University of Babylon, for the academic year (2024-2025). The students were divided into two groups (experimental and control), and they were matched in terms of intelligence, chronological age, and a pre-test in teaching methods for the purpose of equivalence. The final achievement test and the guided thinking scale were administered after ensuring the validity and reliability of the test and the scale. The SPSS-25 statistical program was used for data analysis. After analyzing the data, the results showed that the experimental group students outperformed the control group in achievement and guided thinking. The results indicated the positive effectiveness of the proposed model in improving students' achievement and guided thinking. The researcher suggested conducting future studies to determine the effectiveness of the proposed model on other educational stages for both genders and conducting comparative studies between the effectiveness of the integrated learning model and other models to determine the best option for increasing academic achievement and developing thinking skills.