The Imaginative Thinking Skills Of History Teachers For The Fifth Literary Class and Its relationship To The Achievement Of Students

Abstract

The present study aimed to identify: (1) The imaginative thinking skills of history teachers for the fifth literary class. (2) The significance of statistical differences in imaginative thinking skills among research samples according to the gender variable (males and females). (3) The correlation between the imaginative thinking skills of history teachers for the fifth literary class and the average scores of their students' achievement.

     The study adopted the descriptive correlational approach. The instrument of study is the history teachers  of the fifth literary class whose number were (401) belonged to the Directorate of Diyala Governorate. The  sample of research was (100)  which consisted of  (53) teachers and  (47) schools; these schools  represented all secondary schools in Diyala Governorate. While the number of students understudy was (630) including (302) males and (328) females.

          To achieve its aims,  the study  used  the following tools: first is to measure thinking skills (imaginary), as the researcher has prepared a scale of imaginative thinking skills, which consists of (32) items and includes four areas, the first area (the first identification skill) reached the number of items (8) and the second area (the skill of distinguishing ideas) reached the number of items (7) and the third area (transformational thinking skill) and the number of items (8) and the fourth area (mental experience skill) reached the number of items (9).  In front of each item, there are five alternatives graded according to the Likert scale (very large, large, medium, few, very few) and an average hypothesis (96) degrees, or validity reached (0.82) by Cronbach and the validity by retest method (0.79).