أثر أنموذجي تسريع التفكير و التعلم التوليدي في تحصيل طلاب الصف الثاني المتوسط لمادة التربية الإسلامية و تنمية تفكيرهم الحاذق

Abstract EN

The current research aims to know the effect of the models of accelerating thinking and generative learning on the achievement of students of the second intermediate grade in the subject of Islamic education and the development of their skillful thinking, and to verify the goal of the research and its hypotheses, a sample of students of the second intermediate grade in the city of Erbil was selected, and they are from the students belonging to the representation of the Ministry of Education in Erbil ( Displaced Persons), and three classes of intermediate second grade students, two experiments and a control officer, were chosen from Barzani High School for Boys intentionally.

The research sample amounted to (70) students, with (25) students in the first experimental group, (23) students in the second experimental group, and (22) students in the control group, and the two researchers conducted a parity between them in the variables (chronological age, intelligence, average of the year preceding the course The second, the degree of Islamic education for the first intermediate grade, intelligence, pre-skilled thinking, educational attainment of the parents) before the experiment was conducted, and there were no statistically significant differences between groups in these variables.

The researchers used the appropriate statistical methods, including the one-on-one analysis of variance test, the (Ka2) square test for parity in the research variables, as well as the paragraph difficulty coefficient, the paragraph distinction coefficient, the equation of the effectiveness of false alternatives and the Pearson correlation coefficient to calculate the test reliability, the Spearman Brown equation and (Coder-Richardson 20) coefficient.

, And the Alpha-Kronbach equation, the results indicated that there is a statistically significant difference between the two experimental and control groups, and this difference is in favor of students of the first experimental group