أثر استراتيجية (T-G-T )في تحصيل وتنمية التفكير التوليدي لدى طالبات الصف الثاني متوسط في مادة الاجتماعيات

Rp-Effect_Inpact of T.G.T. Strategy on Attainment and Development of the Generative Thinking to Second Intermediate Female Students in the Social material.pdf

The current research aims at knowing the Influence of T.G.T. Strategy in Attainment of the Second Intermediate Female Students in the Social material’. Therefore, in the light of research aims, it is hypothesized:
1. There are no differences of statistical reference at (0,05) among marks average of the experimental group female students that studies by T.G.T. Strategy and marks average of the experimental group female students that studies by the traditional way.
2. There are no differences of statistical reference at (0,05) among marks average of the experimental group female students that studies by T.G.T. Strategy and marks average of the experimental group female students that studies by the traditional way in the generative thinking skills.
3_There are no statistically significant differences at the 0.05 level between the mean scores of the experimental group that was taught according to the T.G.T strategy in the generative thinking test.
The researcher chose the semi-experimental design of the interior and posterior test for the generative thinking skills; and the posterior test to measure attainment. The research community is represented by the intermediate and secondary schools of Babil educational directorate for the academic year 2024-2025. The researcher chose the secondary school “Intidhar Majeed Flaifl” due to its possession of three sections and due to the intentionally cooperation of administration and staff school with the researcher. Two sections were randomly chosen represented by sections B as the experimental group and group C as the control group. The group sample was 73 students: 36 for the experimental group and 37 for the control group. Equation between the two groups (the experimental and the control group) by several variables ( age counted by months, intelligence test by Daniels, midyear marks of social material, and parents’ attainment).
The researcher also limited the last chapters of the social material for the second intermediate class during the experiment duration represented by ( fourth, fifth, and sixth). The researcher prepared the teaching plans for both groups that reached 30 teaching plans for each group. The researcher formed the behavioral aims that reached 149 for all mentioned classes. So, to carry out this goal, the researcher made a single device for every dependent variable. An attaining test for the last three chapters of was done for the social material due to the characteristics table ( the testing map) consisting of 35 testing items of the four choice test where only one is true and the other three are false.
The researcher also prepared a test for the generative thinking skills containing 40 items in a form of three alternatives questionnaire. The researcher made sure of the two devices truth on two reconnaissance sample. The first is to know the items’ clarity and to state the time required answering the questions. The second is to know the statistical features including the wrong alternative activity, difficulty coefficient of difficulty, recognition coefficient. However, after completing the experiment, the researcher applied the two research devices on the two the researcher applied the two research devices on the two reconnaissance. The first is to know the items’ clarity and to state the required time to answer them. The second is to know the statistical properties including the wrong alternative activity, coefficient of difficulty, recognition coefficient.
After completing the experiment time, the researcher applied the two research devices on the two devices on the two groups, analyzed their data, tackled them statistically, analyzed and treated them statistically by the use of SPSS, T test, Pearson coefficient, Cronbach Alfa, simplicity and difficulty coefficient, recognition coefficient and false alternative activity for two independent and unequal samples. The following findings were shown:
1. Students of the experimental group who studied social material according T.G.T. strategy overpassed on the control group on the control group who studied by the traditional way.
2. Students of the experimental group who studied the generative thinking according T.G.T. strategy overpassed on the control group who studied by the traditional way.
The most important results were the following:
1. This strategy is considered as one of the most active strategies in improving the generative thinking.
2. It helped raising the education attainment level of students in social material because it appears in an intellectual and thought successive way.
The most important recommendations presented by the researcher:
1. The necessity of the use of modern strategies in teaching especially TGT. Strategy due to its activity in making the lesson active for the students.
2. Social science teachers should work hard to possess the ability for simplifying social material and develop their generative thinking toward the material.