The Effectiveness of the M.U.R.D.E.R Strategy in Acquiring Educational Concepts and Developing Strategic Thinking Among College of Education Students

Abstract

     This article aims to assess the effectiveness of the M.U.R.D.E.R. strategy in acquiring educational concepts and enhancing strategic thinking among students at the Education College. The author employed an experimental method with partial control. The sample comprised 61 male and female students from the first stage at Al-Qadisiyah University’s College of Education, divided into two groups: an experimental group of 31 students and a control group of 30 students. The author ensured equivalence between the two groups concerning variables that could affect the experiment results.The author developed research tools that included a test for assessing the acquisition of educational concepts. This test comprised 30 multiple-choice questions, each with four options. Additionally, a measure of strategic thinking was created, consisting of 25 items. The response scale for this measure offered five options: "Always applies to me," "Often applies to me," "Sometimes applies to me," "Rarely applies to me," and "Never applies to me." After administering the research tools after the experiment and conducting statistical analysis, the researcher obtained the following results:

1. The students in the experimental group performed better than those in the control group on the final test measuring the acquisition of educational concepts. 

2. The students in the experimental group also outperformed the control group on the post-strategic thinking scale. 

3. There is a statistically significant difference between the average scores of the experimental group on the pre-strategic thinking scale and the post-strategic thinking scale, with the post-scale scores being higher.