The effect of the numbered heads strategy on developing creative thinking among middle school students in geography

Abstract

Through this research, the researcher seeks to identify (The effect of the numbered heads strategy on developing creative thinking among fifth-grade literary students in the subject of geography). For this reason, the researcher prepared a purposive sample for fifth grade literary students from one of the schools in Anbar Governorate, the city center of Ramadi, which was Al Salam Preparatory School for Boys.

The research sample consisted of (54) students distributed equally into two groups, control and experimental, consisting of (27) students for each group who were distributed randomly after the researcher conducted parity between the two groups through(chronological age in months, previous exam scores, parents’ educational level, results of the creative thinking pre-test).

The researcher prepared a test to measure creative thinking based on the Torrance test to measure (fluency, flexibility, originality) and its components are a number of activities (uses, implications, attitudes, development and improvement, word formation).

The results show that there is a statistically significant difference at the level of (0.05) for the effect of teaching in favor of the numbered heads strategy compared to teaching in the usual way, and the amount of developing creative thinking between the experimental and control group in favor of the experimental group.