أثر استراتيجية فكر زاوج شارك في تنمية مهارات التفكير الواقعي والتحصيل المباشر والمؤجل في مادة الجغرافيا لدى تلاميذ المرحلة الأساسية واتجاهاتهم نحوها

Abstract

 The study aimed at identifying the effect of (Think-Pair- Share) strategy in developing realistic thinking skills, direct and deferred achievement, and the attitude toward the geography material for the eighth grade in Hadramout Governorate. In order to achieve the study objective, the researchers used the experimental approach, particularly the quasi-experimental design as well as the descriptive design.

 The study sample consisted of (60) students. They were chosen purposively and divided into two groups, experimental and control. The experimental group consisted of (29) students taught through (Think-Pair- Share) strategy. On the other hand, the control group consisted of (31), and they were taught through the traditional method used in schools.

 After verifying the validity and reliability, pretest and post-test were administered to the two groups. The results were statistically calculated using the statistical package program (SPSS). The study came up with the following results:

• Building a list of realistic thinking skills suitable for the eighth grade students in primary education stage.
• There are statistically significant differences at the level (a ≤ 0.05) between the average scores of students in the two groups (experimental and control) in the post-test of realistic thinking skills due to the use (think - pair - share/traditional) strategy in favor of the experimental group with a significance value of (0.011) and high effect size.
• There are statistically significant differences at the level (a ≤ 0.05) between the average scores of students in the two groups (experimental and control) in the direct achievement post-test due to the use of (think - pair - share/traditional) strategy in favor of the experimental group with a significance value of (0.001) and high effect size.
• There are statistically significant differences at the level (a ≤ 0.05) between the average scores of students in the two groups (experimental and control) in the post-test for the deferred achievement due to the use of (think - pair - share/traditional) strategy in favor of the experimental group with a significance value of (0.021) and high effect size.
• There are statistically significant differences at the significance level (a ≤ 0.05) between the average scores of the experimental group students (pre- and post-test) when applying the attitude towards geography scale due to the use of the teaching strategy (think - pair - share) in favor of the post scale with a significance value of (0.007).