The Effectiveness of the Guided Discovery Strategy in Deductive Thinking Among Fourth-Grade Science Female Students in Physics

Abstract

The current study aims to investigate the effectiveness of the Implemented Guidance Strategy in enhancing deductive thinking among fourth-year scientific stream female students in the subject of Physics. The research sample consisted of two groups: an experimental group comprising 39 students and a control group also comprising 39 students. The researchers intentionally selected (Sada Al-Najah Secondary School for Girls), affiliated with the General Directorate of Education in Dhi Qar / Al-Rifai Education Department, from the research population. The researchers adopted the experimental research method, which includes an independent variable (Implemented Guidance Strategy ) and a dependent variable (deductive thinking). They employed an experimental design to control the research variables.

Before initiating the experiment, the researchers ensured equivalence between the two groups across the following variables: students' chronological age measured in months, a test of prior physics knowledge, the Philip Carter and Ken Russell intelligence test, previous academic achievement, and deductive thinking. After establishing equivalence, the researchers prepared the research requirements, including lesson plans, identification of concepts, formulation of objectives, and preparation of the test for both groups.

Upon completing the experiment, the researchers applied their research instrument to both groups. The data obtained were statistically analyzed using the t-test for independent samples. The results indicated that the students in the experimental group, who were taught Physics using theImplemented Guidance Strategy , outperformed those in the control group, who were taught using the traditional method, in the deductive thinking test.