فاعلية استراتيجيات التعلم النشط على التحصيل في اللغة العربية ومهارات التفكير الاءبداعي لدى تلاميذ الصف الرابع الأساسي بسلطنة عمان
The study aimed to identify the effectiveness of active learning strategies in the academic achievement in the Arabic subject for students enrolled in the fourth grade of basic education schools in the wilayat of Sohar in The North Batinah Governorate, Sultanate of Oman. It also aimed to identify th...
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| Summary: | The study aimed to identify the effectiveness of active learning strategies in the academic achievement in the Arabic subject for students enrolled in the fourth grade of basic education schools in the wilayat of Sohar in The North Batinah Governorate, Sultanate of Oman. It also aimed to identify the effectiveness of using active learning strategies in developing creative thinking among these students. Purposive sampling was used and the study included (64) male and female students enrolled in the academic year 2019-2020. The participants were divided equally into two groups: experimental and control. A quasi-experimental design was used and the study utilized several tools to collect data including a modified version of Raven's Color-coded Matrices to fit the Omani context, Torrance Creative Thinking test, an achievement in Arabic language, and a Teacher's Guide used to teach I Love My Language - a textbook used in schools to teach Arabic. The data was then statistically processed using a set of statistical means such as arithmetic averages, standard deviations, and T-test for the two independent groups. Mann-Whitney U test was used to identify the differences between the two groups and Wilcoxon test to identify the differences between the two measurements within the same group. The results of the study showed statistically significant differences between the mean scores of the experimental and control groups in the achievement in the Arabic language and in the creative thinking test in the post-test and in favor of the experimental group. Statistical analysis also showed a significant difference between the mean scorers of the students from the experimental group in the academic achievement in Arabic and the creative thinking test in pre-test and post-test. In addition, the data revealed a statistically significant difference between the mean scores of the experimental group in the post-test and the follow-up on the level of academic achievement level in the Arabic language and the creative thinking test and in favor of the follow-up. |
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