أثر دمج مهارات التفكير في التدريس في التحصيل الدراسي لدى الموهوبين بمدارس التعليم العام بمنطقة نجران

Abstract EN

The study aimed to identify the effect of integrating thinking skills in teaching on the gifted students' academic achievement in public education schools in Najran region.

The quasi-experimental approach was used, based on the design of two groups: experimental and control.

The sample of the study consisted of (90) students: (45) students in the experimental group and (45) students in the control group.

So that the sample covers fourth-grade, first-intermediate, and first-secondary students in the schools implemented for the Talented Classrooms project in Najran city.

Through Noor system, the scores of the experimental and control groups were obtained in the achievement tests in the various subjects assigned to the fourth-grade, first-middle, and first-secondary students.

The results of the study showed that : There are statistically significant differences at the level (0.01) between the scores of the students of the two experimental and control groups in the fourth grade of primary school in the post application of the achievement tests in the academic subjects, and there are no statistically significant differences between the grades of the students of the two experimental and control groups in the first intermediate class in the post application of the achievement tests in the prescribed study subjects (art education, physical education, behavior, attendance, there were no statistically significant differences between the scores of the students of the two experimental and control groups in the first secondary grade in the post application of the achievement tests in the rest of the prescribed subjects (environmental science, Monotheism, computer, mathematics, English, Arabic).

Moreover, there was statistically significance at the level (0.01) between the scores of the students of the two experimental and control groups in the first secondary grade in the post application of achievement tests in physics for the benefit of the experimental group .

In light of these results, the study recommended conducting more qualitative and quantitative studies on the challenges associated with educating gifted students at different academic levels, enrichment programs, and possible improvement opportunities in light of them.