Al-Fath journal

The Effect of a Counseling Program Using the Rational Emotive Behavioral Approach on Developing Positive Emotions among Preparatory School Students

2025-09-24T14:28:06+00:00

The study aims to identify the effect of a counseling program using the Rational Emotive Behavioral Therapy (REBT) on developing positive emotions among preparatory school students. The research is limited to preparatory school students in public schools for morning classes in Yathrib Education Department, which affiliated to the General Directorate of Education in Salah Al-Din province, for the academic year 2023-2024. The total number of students was 2,237, and the statistical analysis sample for the Positive Emotions Scale consisted of 400 students, selected through stratified random sampling. Meanwhile, the counseling program sample included 20 students, purposefully selected.

The researchers adopted the DPES (2006) scale, which was translated from English into Arabic by researcher Al-Rashid (2023), based on Fredrickson's (2003) theory. The scale was applied on Iraqi preparatory school students. It consists of 26 items, and its psychometric properties were verified. The researchers designed a counseling program according to the Rational Emotive Behavioral Therapy to develop positive emotions, based on Ellis's theory. The program consisted of 12 counseling sessions, with three sessions per week, each lasting 45 minutes.

The researchers used appropriate statistical methods to analyze the data and found that the program proved effective in developing positive emotions among preparatory school students. Based on the results, the researchers provided several recommendations and suggestions.

The effect of the two-minute essay strategy on the achievement of fifth literary grade students in the history

2025-09-24T13:55:30+00:00

The study aims to investigate the effect of the two-minute essay strategy on the literary achievement of fifth-grade students in the subject of history. The study was conducted for the academic year 2023-2024. The sample included (64) students divided into (33) students representing the experimental group and (31) students representing the control group. The achievement test was designed as a tool for the current study and consists of (40) items. The researcher verified the validity and reliability of the test, and the current research found that there was a statistically significant difference in favor of the students of the experimental group who studied according to the two-minute essay strategy over the members of the control group in the achievement test.

Coordinative thinking skills and Their Relationship to Academic Achievement among Students in the Science Department at the College of Basic Education

2025-09-24T14:05:18+00:00

The current research aims to explore the correlation between coordinative thinking skills and academic achievement among students of the Science Department at the College of Basic Education, for the academic year 2023-2024. The sample consisted of (252) male and female students and the test of coordination thinking skills was adopted and consisted of (52) items divided into two sections and SPSS was used in order to analyse data. The researcher concluded that there is a positive correlational between coordinative thinking skills and academic achievement among students studied in the science department.

The Effect of a Lateral Thinking-Based Strategy on Literary Achievement in Fifth-Grade Literary Branch Female Students

2025-09-24T14:11:41+00:00

This research aims to determine the The Effect of a Lateral Thinking-Based Strategy on Literary Achievement in Fifth-Grade Literary branch female students. The research sample consisted of 31 Students in the experimental group, who studied literature using the lateral thinking strategy, represented by section (B), and (31) students in the control group, who studied the same subject using the traditional method, represented by section (A).

To achieve the research objective, the researcher adopted a quasi-experimental design with partial control and a post-test. Equivalence between the two research groups was ensured concerning the following variables: chronological age, students' first-semester grades in the subject of literature, and parents' academic achievement. The researcher then prepared teaching plans for the material included in the experiment.

The results indicated the superiority of the lateral thinking strategy over the traditional method. Based on these findings, the researcher recommended emphasizing the use of modern teaching strategies. Furthermore, as an extension of this study, the researcher suggested conducting similar studies in different educational grades and stages as well as other branches of the Arabic language.

The Impact of a Counseling Program Using the Misconception Approach on Developing Familiarity Feelings Among High-Achieving Students

2025-09-24T14:17:06+00:00

The current research aims to identify (the effect of the guidance program using the wrong concept method in developing feelings of familiarity among outstanding students) by testing the following hypotheses:-

1-There are no statistically significant differences at the level of (0.05) between the ranks of the control group's scores in the pre- and post-tests on the feelings of familiarity scale.

2-There are no statistically significant differences at the level of (0.05) between the ranks of the experimental group's scores in the pre- and post-tests on the feelings of familiarity scale.

3-There are no statistically significant differences at the level of (0.05) between the ranks of the experimental group and the control group in the post-test. To achieve the research objective and hypotheses, the researcher used the quasi-experimental approach with two experimental and control groups with a pre-post test. The current research community consists of outstanding students in the preparatory stage in morning schools and for males only in the Baqubah District Center affiliated to the General Directorate of Education in Diyala for the academic year (2023/2024), numbering (564) students. Then, the basic research sample was chosen using the intentional method, which amounted to (20) students whose scores were below the hypothetical average on the scale of feelings of familiarity. Equivalences were conducted between the two groups in some variables, including (students' scores on the scale of feelings of familiarity, father's profession, mother's profession, economic status, intelligence, student sequence in the family). The researcher built a scale of feelings of familiarity consisting of (20) paragraphs according to the theoretical framework of the research. The statistical properties of the paragraphs were verified using the discriminatory power and the relationship of the paragraph to the total score of the scale. The psychometric properties of validity and reliability were also verified, as the reliability of the test-retest index reached (0.82) and the Cronbach's alpha coefficient method was (0.80). A guidance program was also prepared according to the method of the concept of misconception by (Raimi). The number of sessions was (10) sessions, two sessions per week, and the duration of the session was (45) minutes. The statistical data was also processed using (Pearson's correlation coefficient, Kolmogorov-Samirnov test, Mann-Whitney test, Chi-square, Cronbach's alpha equation.

Impact of Cooperative Learning Module on the Cognitive Achievement of Fourth Scientific Grade Students in Chemistry Academic

2025-09-24T14:40:00+00:00

The research aims to identify the impact of the cooperative learning module on the cognitive achievement of fourth scientific grade students.

In order to achieve this goal, the following null hypothesis has been formulated:

“There is no statistically significant difference at the significance level (0.05) between the mean scores of the experimental group students who study using the cooperative learning method and the mean scores of the control group students who study using the traditional method in the final achievement test”.

The research was conducted on the fourth scientific grade students at Al-Mishkat Mixed School, and the research sample was divided into two groups (experimental and control).

Equivalences were conducted using a set of variables (a prior knowledge test in chemistry and chemistry grades for the first semester of the academic year (2024–2025).

The experimental group was taught using cooperative learning, consisting of 14 male and female students, the control group, which was also consisting of 14 male and female students, was taught using the traditional method.

The research requirements were prepared, including the selection of the scientific material, the formulation of behavioral objectives, and the preparation of daily teaching plans for the students of both the experimental and control groups.

The research tools included an achievement test in chemistry consisting of 25 items. Test reliability and psychometric properties were determined, and the researcher applied the research tools after completing the experiment.

The research results were extracted after completing the experiment using the Statistical Package for the Social Sciences (SPSS), and they showed that the students in the experimental group outperformed in the chemistry achievement test.

In light of these results, several conclusions were proposed, the most important of which is the impact of cooperative learning on the cognitive achievement of chemistry among fourth preparatory scientific grade students. Additionally, teaching through cooperative learning provides teachers with a positive role, moving away from traditional rote methods.

The researcher recommended several suggestions, the most notable being: encouraging science teachers, especially chemistry teachers, to use cooperative learning as one of the modern teaching strategies, as this approach contributes to achieving many objectives of chemistry teaching. Furthermore, science teachers should be guided to adopt teaching methods linked to student activities, which enhance the student's role and make them active and engaged participants in the educational process.

As a continuation of the current research, the researcher suggests conducting studies that utilize cooperative learning in teaching different grades and subjects, in addition to exploring other educational variables.

Transformations in Social habits During the COVID-19 Pandemic: The Iraqi Family’s Perspective – A Field Study in Baqubah City"

2025-09-24T15:52:42+00:00

The current study aims to identify the changes that occurred in social habits in the Covid-19 Pandemic from the Iraqi family’s perspective.

To achieve this goal, the researcher prepared a questionnaire for these social habits and applied it to the basic research sample. The sample consists of (50) Iraqi families located within the geographical area of the city of Baquba.

The importance of this research is in the discussion oof the concept of social habits as an important segment of heritage and its investigation of the extent to which the coronavirus has impacted changes in some of these social habits.

The researcher used several statistical methods to analyze the results, including :

Pearson's law to find consistency.
The law of the weighted mean to find out the strength of the paragraphs in the scale:

The study concluded the following results:

The most important changes that occurred in social customs during the Covid-19 pandemic included:

Reducing opportunities for mixing and physical distancing.
Restricting attendance to close family members during condolences and celebrations.
It is sufficient to greet by insinuating from a far distance.
Deceasing the unnecessary and financially costly social visits.
Some people's diet habits have changed for the purpose of increasing the body's immunity in a natural way.

The Response to Grief and its Relationship with Psychological and Social Adjustment among Elderly (A field study on a sample of elderly people in a care home in Erbil)

2025-09-24T16:00:48+00:00

The present research aims to:-

1. Identify the level of grief response among the entire research sample.
2. Identify a level of psychological and social adjustment in the entire research sample.
3. Identify the level of grief response according to (gender, social status) variables.
4. Identify the level of psychological and social adjustment according to (gender, social status) variables.

5-Identify the nature of the relationship between grief response and psychological and social adjustment among the research sample.

The research community included 63 elderly residents in the elderly care home in Erbil city. The research sample involved 48 elderly participants distributed according to research variables. The researcher prepared the first variable's tool (grief response) and used Al-Qattan's (1982) scale to measure psychological and social adjustment.

The researcher used SPSS to calculate the results. Among the research findings: (The elderly showed high levels of grief response, The elderly demonstrated good levels of psychological and social adjustment. Accordingly, some recommendations and conclusions were proposed.

An Experimental Study to Evaluate the Effect of Employing the Memory Strip Strategy on Information Processing among Secondary School Students

2025-09-24T16:38:03+00:00

The current study aims to conduct an experimental evaluation of the impact of employing the "Memory Strip Strategy" on information processing among secondary school students in Arabic grammar. To achieve the study's aims, the researchers conducted the experiment on a sample of 75 second-grade intermediate students, divided into two groups.

The researchers developed teaching plans based on the "Memory Strip Strategy" for the experimental group, while the control group was taught using the conventional inductive method. Two sample lesson plans were presented to experts and specialists to ensure their validity. After analyzing the students' responses statistically using appropriate methods, the researchers found all test items to be valid. The reliability of the test was assessed using the split-half method, with data processed using Pearson's correlation coefficient.

Following the semester-long experiment, a post-achievement test was administered to both groups. Additionally, the "Vienna" Information Processing Test was applied the following day. The statistical analysis of the students' results revealed the following:

A statistically significant difference at the 0.05 level in the achievement of the two groups, favoring the experimental group taught using the "Memory Strip Strategy."
A statistically significant difference at the 0.05 level in the Information Processing Test results, also favoring the experimental group.

Based on the findings, the researchers concluded that employing the "Memory Strip Strategy" in teaching Arabic grammar enhances students' motivation and attention toward the subject. The study recommends the use of innovative teaching strategies in Arabic grammar and suggests conducting similar studies at different educational stages.

The Effect of the Edie-Charlie Constructivist Model on Acquiring Historical Thinking Skills among First-Grade Middle School Students

2025-09-24T18:06:46+00:00

The study aimed to identify the effect of the Edie-Charlie Constructivist Model on acquiring historical thinking skills among first-grade middle school students. The study sample comprised of sixty students first-year middle school students who were intentionally chosen from (Al-Nidhal and Ali Al-Wardi Secondary Schools) for the academic year (2022/2023). Then, using the simple random method, the researcher divided the sample into two equal groups, where the first was an experimental group of (30) students who studied the social studies subject according to the Edie and Charlie model, and the second was a control group consisting of (30) students who studied the same subject in the usual way. To achieve the goal of the study and test its hypothesis, a thinking skills test tool was required, which was prepared by the researcher and in its final form consisted of (4) specific-answer essay paragraphs. The test was characterized by content and characteristics validity, in addition to extracting its stability using two matching and split-half methods, and its value reached (0.83-0.86). The researcher also verified the logical validity of the test and extracted the discriminating power of its items, in addition to calculating its stability using the graphical method by applying the Cronbach's alpha equation, The researcher also verified the logical validity of the test and calculated the discriminatory power of its items, as well as its reliability using Cronbach's alpha formula, which yielded a reliability coefficient of 0.84.

Subsequently, the researcher implemented his experiment, starting from (11/1/2022) until (12/31/2022) with three lessons per week in line with the conditions of secondary schools. Then, the study tool was applied post-test on Monday and Sunday (5-10/1/2023), respectively. After that, the researcher corrected the responses of the study sample members according to the correction key for selecting skills. Then, the data was statistically analyzed using the t-test for two independent samples of equal number.

The Impact of a Counseling Program on Developing Psychological Resilience Among Students of University of Diyala

2025-09-24T18:14:49+00:00

The current research aims at:

Measuring the level of psychological resilience among students at the College of Basic Education at the University of Diyala.
Designing a counseling program to enhance psychological resilience among students at the College of Basic Education at the University of Diyala.
Investigating the effect of the counseling program on enhancing psychological resilience among students of the College of Basic Education by testing the following hypotheses:
- H1: There are no statistically significant differences at the level of (0.05) in the development of psychological resilience for the control group between the pre-test and post-test.
- H2: There are no statistically significant differences at the level of (0.05) in the development of psychological resilience for the experimental group between the pre-test and post-test.
- H3: There are no statistically significant differences at the level of (0.05) in the development of psychological resilience between the control and experimental groups in the post-test.

The study population consists of students from the College of Basic Education at the University of Diyala, with a research sample of 300 students, while the sample for the counseling program includes 24 students. To achieve the research objectives, two tools are used:

A psychological resilience scale
A counseling program is designed by the researcher

The validity and reliability of the psychological resilience scale are verified, and it consists of 20 items. The counseling program is designed based on weighted mean calculations and percentage ratios, with specific needs, topics, activities, and strategies are identified. The program consists of 7 counseling sessions and is reviewed by a panel of experts in education and psychology to ensure its validity.

Findings:

No statistically significant differences are found in the development of psychological resilience in the control group between the pre-test and post-test.
Statistically significant differences are found in the development of psychological resilience in the experimental group between the pre-test and post-test.
Statistically significant differences are found between the control and experimental groups in the post-test, favoring the experimental group.

Additionally, the researcher provides a set of recommendations and suggestions for further studies.

The Effect of the Concept Card Strategy on the Acquisition of Scientific Concepts among Fifth-Grade Primary Pupils

2025-09-24T18:56:37+00:00

This research aims to investigate the effect of the Concept Card Strategy on the acquisition of scientific concepts among fifth-grade primary pupils. Based on this aim, the researcher formulates the following null hypothesis:

"There is no statistically significant difference at the significance level (0.05) between the mean scores of the experimental group, who studied science subject following the Concept Card Strategy, and the mean scores of the control group , who studied the same subject using the traditional method, in acquiring scientific concepts in science."

The researchers have adopted a quasi-experimental design with partial control for two equivalent groups. A random sample of (68) pupils from Hibhib Primary School is selected and randomly divided into two groups: a control group (35 pupils) and an experimental group (33 pupils). Both groups are matched based on several variables, including (age, intelligence - Raven’s test, previous academic achievement, prior knowledge, and parental academic achievement level). The study is conducted during the first semester of the 2024-2025 academic year, and the researchers have focused on the first six chapters of the fifth-grade science curriculum. A total of 164 behavioral objectives are formulated, classified according to Bloom’s six levels, which are adopted in the study. The researchers also have prepared 24 lesson plans for both groups.

To achieve the research aim, the researchers have designed a measurement tool of a scientific concept acquisition test consisting of 36 items, whose validity and reliability are verified. Statistical methods used included Kuder-Richardson Formula 20 (KR-20), difficulty and discrimination indices, the effectiveness of incorrect alternatives, Eta formula, and the independent samples t-test.

After conducting the experiment for nine weeks, the researchers have administered the final version of the research tool to the study sample. The results showed that the experimental group has outperformed the control group in the scientific concept acquisition test.

Based on these findings, the researchers concludes that teaching using the Concept Card Strategy yielded positive results in acquiring scientific concepts. They recommend that educational directorates organize training courses for science teachers to familiarize them with modern teaching strategies, particularly the Concept Card Strategy, to enhance pupils’ scientific concept acquisition. Additionally, they suggest further research on using the Concept Card Strategy in other variables, such as cognitive achievement and inferential thinking among pupils.

Contribute to using the practical approach strategy in completing the first intermediate assignments in physics

2025-09-24T19:19:10+00:00

The aim of this research was to identify "the effect of using the practical approach strategy on the achievement of first-year intermediate students in physics." The researcher adopted an experimental approach to achieve this goal. A purposive sample was selected from Ajami Al-Nadheer Intermediate School in Baghdad Governorate. First-year intermediate students were selected and divided into two groups: experimental and control. An achievement test was developed as the research tool, designed according to the practical approach teaching strategy, and applied to the experimental sample. The control sample was taught using the traditional method. The pre-test, before the implementation, showed similar achievement scores between the two samples. However, the post-test revealed that the results favored the experimental sample. The researcher reached several conclusions, the most important of which are the following:

Teaching (using the practical approach) to first-year intermediate students in physics provides students with the opportunity for self-learning and the acquisition of theoretical and practical skills and experiences.
Teaching according to this strategy provides students with equal opportunities to acquire skills and increase achievement because it encourages students to practice without fear or hesitation.
Teaching according to this strategy allows students to engage in self-learning and gain expertise through practical application, which leads to faster consolidation of information than memorization.
Practical education can help open up new horizons for students to solve academic problems and enhance their life experiences.

Parental Upbringing Styles and Their Relationship to Mental Health Among Secondary School Students

2025-09-24T19:28:40+00:00

This research aims to identify parental upbringing styles and their relationship to mental health among secondary school students and to assess the level of mental health among them. For an individual to effectively perform their social duties and responsibilities, they must enjoy good mental health. People with psychological disorders and problems negatively affect themselves and those around them, hindering their achievements and contributions. This highlights the need to study mental health to achieve psychological adjustment, social harmony, and a sense of satisfaction and happiness among individuals in the study sample.

The research sample consisted of 200 secondary school students in Diyala Governorate. The study utilized two scales: the Parental Upbringing Styles Scale by Earl Schaefer and a Mental Health Scale developed by the researcher. The following statistical methods were employed:

Pearson correlation coefficient to examine the relationship between study variables.
Cronbach’s alpha coefficient to measure reliability using statistical software.
Independent sample t-test to compare extreme groups and assess item discrimination.
Standard deviation to determine the deviation of values from the mean.
Frequency and percentage calculations for descriptive analysis of study variables.
Arithmetic means to determine the average scores of the study sample.

Key Findings:

The study sample exhibited good mental health, which may be attributed to proper upbringing practices, positively reflecting on their well-being.

A positive correlation was found between parental upbringing styles and mental health. The more parents adopt approaches based on acceptance, respect, understanding, and fulfilling children’s needs, the more positive the impact on their mental health.

Strategic Agility and Its Relationship to Integrative Thinking among Educational Counselors in Diyala Governorate

2025-09-24T19:39:06+00:00

This study aims to highlight strategic agility and integrative thinking among educational counselors. The researcher developed a strategic agility scale and established its face validity by presenting it to 20 experts in educational and psychological sciences, achieving a validity coefficient of (0.80). Reliability was measured using two methods: the test-retest method yielded a reliability coefficient of (0.83), while Cronbach's alpha method resulted in a coefficient of (0.79).

Additionally, the researcher adopted the integrative thinking scale developed by Al-Jubouri (2022) and confirmed its face validity by presenting it to 20 experts, achieving a validity coefficient of (100%). Reliability was also measured using two methods: the test-retest method resulted in a reliability coefficient of (0.87), while Cronbach's alpha method yielded a coefficient of (0.75). Other psychometric properties were also established.

The study sample consisted of 400 male and female educational counselors in Diyala Governorate. The findings revealed that the sample exhibited both strategic agility and integrative thinking, with no significant differences between males and females. In conclusion, the study offered a set of recommendations and proposals for further research and real-world application.

The Effect of the Hill Climbing Strategy on Achievement and Deductive Thinking among Second-Grade Intermediate Female Students in Chemistry

2025-09-24T19:52:21+00:00

This study aimed to investigate the effects of the "Hill Climbing" teaching strategy on performance and deductive thinking skills among second-grade intermediate female students in chemistry. A quasi-experimental partial-control design was selected, involving an experimental group and a control group. post-tests were applied with both groups to measure the achievement and deductive thinking. The experiment was applied to the research sample which included (61) female students, the experimental group included (30) female students and the control group contained (31) female students from the second-year middle school students from Al-Bayna Intermediate School for Girls in the academic year (2024-2025). The two groups were matched for variables (Raven's Intelligence Test, chronological age in months, prior information in chemistry, previous academic year's grades in chemistry, deductive thinking test), and the needs of the experiment were prepared, represented by the scientific instructional material, behavioral objectives, and the lesson plans. The researcher depended on two assessment tools: the chemistry achievement test, which consisted of (40) paragraphs, and the deductive thinking test, which consisted of (18) items of the multiple-choice test with three alternatives. The researcher selected the classification of Razouqi and Suha (2015). The results revealed statistically significant differences at the level of (0.05) between the average scores of the experimental and control group students in achievement and deductive thinking. The data has been administered using the t-test for two independent samples. The results showed that the experimental group students who was taught using the "Hill Climbing" strategy outperformed their peers in the control group, who were who studied using the traditional method in achievement and deductive thinking for the chemistry classes for the second intermediate grade. Accordingly, the researcher recommended using the hill climbing strategy in teaching chemistry, and recommended conducting other studies across other educational level, different subjects to identify the effect of the hill climbing strategy on other variables.

Mental Control and its Relationship to the Fragile Inner Self Among Secondary School Students

2025-09-24T20:02:13+00:00

This study aims to examine:

This study aims to investigate the following:

Mental control among secondary school students.
The statistical significance of differences in mental control among secondary school students based on gender (male-female).
The fragile inner self among secondary school students.
The statistically significant differences in the fragile inner self among secondary school students based on gender (male-female).
The correlation between mental control and the fragile inner self among secondary stage students.

To achieve these objectives, the researcher adopted the Mental Control Scale based on the theory of Shadoow & Maind (2020). The scale included 25 items, and its face validity and reliability were confirmed using the test-retest method, yielding a reliability coefficient of (0.87). Additionally, the Fragile Inner Self Scale was developed based on the theory of Boyce & Parker (1989), comprising 15 items. Its face validity and reliability were also verified using the test-retest method, with a reliability coefficient of (0.81). Both scales were reviewed by a panel of experts.

The study sample comprised of 400 students, and statistical analyses were conducted using t-tests for one sample, t-tests for two independent samples, and Pearson’s correlation coefficient, utilizing the (SPSS) The research results showed that there is mental control, and there are statistically significant differences according to the gender variable (males - females) in favor of females, and they no also have a fragile internal self, and there are also statistically significant differences according to the gender variable (males - females) in favor of females, and there is also a correlation between the two variables, and the research came out with a set of proposals and recommendations .

The Impact of Teaching Through a Practical Approach Using Puppet Theater and Animation Techniques on Acquiring Artistic Concepts Among Fifth-Grade Primary School Students

2025-09-24T20:10:51+00:00

Due to the increasing number of students in a single classroom and the resulting diversity in individual differences, it has become essential for teachers to focus on various activities that cater to the varying levels of student comprehension. The practical approach involves the direct application of educational theories in the learning environment, which enhances student understanding and improves their cognitive acquisition and skillful and artistic performance. One of the key features of this approach is the integration of theoretical and practical aspects, making it an effective tool for achieving the goals of education in general. The research problem is defined as: (The Impact of Teaching Through a Practical Approach Using Puppet Theater and Animation Techniques on Acquiring Artistic Concepts Among Elementary School Students).

The research aimes to:

Identify the impact of teaching using the practical approach with puppet theater and animation techniques on primary school students' acquisition of artistic concepts. This objective was addressed through the procedures outlined in Chapter Three, and the following null hypotheses were tested:

There are no statistically significant differences at the level of (0.05) between the pre- and post-test mean scores in acquiring artistic concepts among the experimental group.
There are no statistically significant differences at the level of (0.05) between the pre- and post-test mean scores in acquiring artistic concepts among the control group.
There are no statistically significant differences at the level of (0.05) between the post-test mean scores of the experimental and control groups in acquiring artistic concepts.

The research population consisted of coeducational primary schools under the General Directorate of Education in Diyala Province / Baqubah District Center, totaling 43 schools with 23,494 students. The researcher randomly selected Al-Khamayel Coeducational Primary School, which had three fifth-grade sections. These formed the representative sample, where Section A (50 students) was the experimental group, Section B (52 students) was the control group, and Section C (42 students) was used for the pilot study. As part of the research procedures, a knowledge-based test was developed to measure artistic concepts (color, space, texture, area and volume, shape, and line). The test included 18 questions (multiple choice and true/false) derived from the content of the art education curriculum to evaluate the research objectives and hypotheses. The data were analyzed using SPSS statistical software. The results showed Statistically significant differences at the (0.05) level between the experimental group taught using the practical approach and the control group taught using traditional methods in the post-test for acquiring artistic concepts. The study concluded that focusing on concepts through presentations positively engaged the students and had a clear impact in favor of the experimental group taught using puppet theater and animation techniques. The effective use of dialogue in puppet theater and animation reinforced learners' participation in knowledge acquisition. Based on the study's conclusions, the researcher recommends emphasizing modern and especially practical or experimental teaching approaches to develop concept and skill acquisition, specifically in teaching arts and physical education. Teachers should also be trained and encouraged to use various presentation-based activities.

The Effect of a Counseling Program based on Insight-Oriented Approach in Enhancing Psychological Tranquility among Recently Hired Teachers in the Schools of Diyala Education Directorate

2025-09-24T20:23:07+00:00

The study aimed to investigate the effect of a counseling program based on the insight-oriented approach in enhancing psychological tranquility among recently hired teachers in the schools of the Diyala Education Directorate. This was pursued by testing the validity of the following null hypotheses:

There are no statistically significant differences at the (0.05) level between the pre-test and post-test scores of the experimental group on the Psychological Tranquility Scale.
There are no statistically significant differences at the (0.05) level between the pre-test and post-test scores of the control group on the Psychological Tranquility Scale.
There are no statistically significant differences at the (0.05) level between the post-test score ranks of the experimental and control groups on the Psychological Tranquility Scale.

The researcher used a Psychological Tranquility Scale developed in 2024, consisting of 24 items. The scale’s face validity was established through expert review, and construct validity was confirmed. For reliability, the researcher employed the test–retest method and Cronbach’s alpha for internal consistency.

The insight-oriented approach was used in the counseling program to enhance psychological tranquility. The program consisted of ten sessions, each lasting 45 minutes, conducted at a frequency of two sessions per week over a period of five weeks. To ensure the program’s validity, it was reviewed by a panel of experts specialized in psychological counseling, who confirmed its suitability for enhancing psychological tranquility. In light of these findings, the researcher presented a number of recommendations and suggestions.

School Bullying and Its Relationship to Psychological Security among Intermediate School Students

2025-09-24T20:33:08+00:00

The current research seeks to identify:

The level of bullying in schools among intermediate school students.
Psychological security and its level among intermediate school students.
Significant differences in the levels of bullying among intermediate school students according to the variable of gender (males and females).
Significant differences in the levels of psychological security among intermediate school students according to the variable of gender (males and females).
The correlation between psychological security and school bullying among intermediate school students.

The research samples were selected by the researcher in a random manner and the number of samples were (100) students at the intermediate stage about (50) male and (50) female students from (4) schools in Baqubah District. To achieve the research aims, the researcher adopted the scale (Hadi 2021) in explaining school bullying. As for the psychological security scale, the researcher adopted the scale (Sami 2014), and followed the scientific steps after verifying the honesty by the method of apparent honesty and its stability by the method of retesting, where the stability coefficient reached (0.80).

The results of the research were as follows:

The research sample has a level of school bullying.
Intermediate school students have psychological security.
There are statistically significant differences in bullying scores in schools according to the variable of gender (males and females) and in favor of males.
There are no statistically significant differences in the scores of psychological security according to the variable of gender (males and females).

The Performance Level of Arabic Language Teachers at the Preparatory Stage in Light of Knowledge Economy Skills

2025-09-24T20:40:53+00:00

The present study aims to determine the performance level of Arabic language teachers at the preparatory stage in light of knowledge economy skills. To achieve this aim, the researcher adopted the descriptive method in conducting the study. The research sample consisted of 50 male and female teachers, who were intentionally selected by the researcher to represent the study sample. The researcher developed the research tool, which was an observation form specifically designed to assess the performance level of Arabic language teachers in accordance with knowledge economy skills. The researcher extracted the psychometric properties of the tool—validity and reliability—so that the final version consisted of 40 items. Appropriate statistical methods were used for data analysis. The findings revealed that most of the knowledge economy skills are present among Arabic language teachers at the preparatory stage. The researcher concluded with a set of findings, recommendations, and suggestions.

Attitudes of EFL Iraqi University Teachers toward Online Assessment before, during, and after COVID -19 Pandemic

2025-09-24T20:49:10+00:00

The global pandemic of the coronavirus illness 2019 (COVID-19) has had a disastrous effect on every industry. Furthermore, the education system is still suffering from the terrible consequences of lockdown. It caused colleges and universities to close for an extended period of time; as a result, traditional education quickly gave way to online instruction.

Despite the rapid shift to online learning and assessment due to the COVID-19 pandemic, there is limited understanding of how EFL (English as a Foreign Language) university teachers in Iraq perceive online assessments at different stages of the pandemic. Therefore, the present study aims to explore EFL Iraqi teachers’ attitudes toward using online assessment at pre, during, post pandemic. The researchers adopted a questionnaire which divided into three parts each part contains (10) items, in order to enhance the study, the researchers used semi-structured interviews with open-ended questions which contains (5) items. The items of the questionnaire and interview designed specifically in order to study how teachers’ attitudes towards online assessments evolved over time, identifying key factors influencing their perceptions and acceptance.

The data was collected from Iraqi EFL teachers chosen randomly from different universities. The data are analyzed by using descriptive statistics of SPSS 26 software program. According to the results, the researchers present some recommendations.