فاعلية استخدام استراتيجيات التفكير المتشعب في تنمية مهارات القراءة الناقدة لطلاب المرحلة المتوسطة

Abstract EN

The conducted study aimed to identify the effectiveness of using divergent thinking strategies on developing critical reading skills for first-grade middle school students.

To achieve this goal, the researcher followed two approaches; the descriptive approach and the quasi-experimental approach.

Moreover, the researcher used two tools: the critical reading test and the critical reading skills note card for middle school students.

The t-test was used for independent samples and the arithmetic means and standard deviations were calculated as statistical methods.

These tools were applied in the first semester of the academic year 1443 AH, in Riyadh.

The whole study sample (96) students were divided into two groups.

The experimental group, which was taught by using the divergent thinking strategies, numbered (49) students, and the control group, which was taught by using the usual methods, numbered (47) students.

The results of the study demonstrated the effectiveness of using divergent thinking strategies in developing critical reading skills, and that the students of the experimental group who studied using the divergent thinking strategy were able to possess critical reading skills and outperformed the students of the control group who studied in the usual ways.

Moreover, that the use of these strategies had an impact on students' performance on many active practices and fruitful interaction in reading situations.