Abstract
This study aims to evaluate the effectiveness of a teaching-learning design based on directed thinking in developing the skills of fourth-grade literary students in the subject of history. The researcher adopted an experimental approach, dividing the students into two groups: an experimental group that studied with the teaching-learning design and a control group that studied using the traditional method. The researcher formulated the following null hypothesis: There is no statistically significant difference at the 0.05 level between the average scores of the experimental group students studying history using the teaching-learning design and the average scores of the control group students studying using the traditional method in the historical skills measure. A random sample of 64 students from the fourth literary grade at Qutaiba Secondary School for Boys, part of the General Directorate of Education in Qadisiyyah, was selected. The researcher ensured that the two groups were matched on several variables such as chronological age, intelligence, and prior knowledge. Appropriate statistical analyses were used, and the psychometric properties of the measure were verified. Statistical tools for analyzing the results, such as the mean, standard deviation, and t-test for independent samples, were employed.The results indicated that the students in the experimental group who studied with the teaching-learning design based on directed thinking outperformed those in the control group who studied using the traditional method.
Keywords
Instructional Design, Learning, Directed Thinking, Historical Abilities
Recommended Citation
Al-Jubouri, Firas Tarad Ali
(2025)
"The effectiveness of an instructional-educational design based on directed thinking in acquiring historical abilities among fourth-grade literary students in the subject of history,"
Uruk for Humanities: Vol. 18:
Iss.
2, Article 17.
Available at:
https://muthuruk.mu.edu.iq/journal/vol18/iss2/17
