The impact of inverted thinking strategies and directed imagination in achievement of students in the fifth grade scientific, literature and texts

Abstract

The current research aims to find out: (Effect of inverted thinking strategies and imagination guided in group of students fifth scientific in the literature and texts). To achieve the current research objectives, the researcher formulated the following hypotheses:

- There is no statistically significant difference at (0.05) between the average score of students of the first experimental group who study literature and texts with the strategy of inverted thinking and the average score of students of the control group who study literature and texts in the traditional way of achievement.

There was no statistically significant difference at (0.05) between the average score of the students of the second experimental group who study literature and texts with the guided visualization, and the average score of the students of the control group who study it in the traditional method of achievement.

There is no statistically significant difference at (0.05) among the average scores of the first group students who study literature and texts with the strategy of inverted thinking and the average scores of the students of the second experimental group, which they study in the strategy of guided visualization in achievement.

This research was limited to students of the fifth grade scientific in the secondary and secondary schools of Babil province for the academic year 2016-2017. During the period of the experiment, the researcher studied the following topics: Ibn Zaidoun, Hamdouna Bint Ziad, and Ibn Shakil Andalusi, literature in later times, poetry and prose, Religion ornaments, son of Maatouk Musawi).

The researcher adopted a experimental design with partial control of three groups (two experimental groups) and a third accurate. She chose Tulatula preparatory school for girls from among the middle and secondary schools affiliated to the Directorate of Education of Babil Governorate. The number of students in the fifth grade was 136 students, the first experimental group consisted of (46) forty-six students studied in reverse thinking. The second experimental group (43) included forty-three students who studied the guided visualization, while the third accurate group was consist of (47) forty-seven students studied in the traditional way.

The researcher balanced between the three research groups in variables: the age of the female students calculated in months, the grades of the Arabic language in the first semester test (half year) for the previous academic year 2016_2017, and the academic achievement of the parents.

It also prepared teaching plans for the subjects of literature and texts in the content of the book and the behavioral goals formulated. The experiment began on Wednesday, 7/3/2017 and ended on Thursday, 27/4/2017. The test was applied to the three research groups (the experimental groups) and the control group The researcher had already tested another group of the same students of the research community of the Madiha al-Bairmani preparatory test on Monday, 3/4/2017 to correct the answers to the test after it was confirmed its validity and stability.

The researcher used the following statistical methods to analyze the data and to extract the results: the analysis of the mono-variance, the coefficient of the stability of the cider of the decider, the Spearman-Brown equation, the kai square (Ka 2), the equation of difficulty, the equation of the coefficient of discrimination, the equation of the effectiveness of the alternatives, The study yielded the following results:

- There was no statistically significant difference between the average scores of the first experimental group of students who studied literature and texts with guided exploration, the average scores of the students of the second experimental group studied by semi-directed exploration, and the average scores of the students of the third experimental group who studied them freely in the test of written expression.

- There was a statistically significant difference between the average score of the first experimental group (who studied literature and texts in reverse thinking) and the average score of students of the second experimental group (studied by guided visualization) for the second experimental group in the achievement test.

- There is a statistically significant difference between the average score of the students of the first experimental group (who studied literature and texts in reverse thinking) and the average score of the students of the control group (who studied them in the traditional way) for the first experimental group in the achievement test.

- There was a statistically significant difference between the average score of the second experimental group (who studied the literature and the texts with the guided visualization) and the average score of the students of the control group (who studied it in the traditional way) for the second experimental group in the achievement test.

In crux of the results of the current research, the researcher recommended the need for teachers to use the types of thinking and imagination in teaching, for the effectiveness of each of them to draw the attention of students to the lesson and their integration with the material, as well as to throw the curriculum in the preparatory stage to the development of thought and creativity, and teaching the student how to think and not how to save from During the course of the lesson, and the need to hold training courses for teachers and update them on all new in the field of modern teaching methods and urged them to use to expand students' mental perception and encourage them to think, and to complete this research suggested similar research For the current search in other variables, such as reading or expression