أثر استخدام إستراتيجيتي بيكس (PECS)‎ و البطاقات الملونة في تحصيل طلبة الصف الرابع الأدبي في مادة الجغرافيا و تنمية تفكيرهم التحليلي

الملخص EN

The current study aimed to identify (the effect of using the two PECS strategies and color cards on literary fourth-grade students’ achievement in the subject of Geography and developing their analytical thinking.

Three null hypotheses are formulated.

The experimental design of three groups has been utilized; one of them is the control group taught by traditional method and two other experimental groups taught according to PECS strategy, and the second group taught according to the color cards strategy.

The research sample consists of (61) students from the fourth grade literary students in Al-Shafi’i Preparatory School for Boys.

The sample is distributed among three groups (20, 20, 21 ) respectively.

The first experimental group has been taught using the PECS strategy and the second experimental group by using the color cards strategy and a control group that has been taught in the traditional method.

The three groups are equivalent in number of variables, namely (chronological age, intelligence, previous knowledge, pre-test for analytical thinking).

In order to apply the research, two instruments have been prepared, namely the achievement test of (40 objective items) and the analytical thinking test consists of (30) items.

The validity of the two instruments is verified, the equations difficulty, items discriminability, and effectiveness of alternatives are used.

The analysis of variance was statistically analyzed using the SPSS package to extract the (alpha) value for the three groups.

The results showed statistically significant differences between the mean scores of the three groups and in favor of the two experimental groups in achievement.

The second group which is taught by using the color cards strategy achieved higher score than the first experimental group that is taught by using the PECS strategy.

There is also statistical significant difference between the average scores of the three groups in developing analytical thinking and in favor of the two experimental groups.

The second group achieved higher score in comparison to the first experimental group.