The Effect of Teaching using the TRIZ and TRAJEST Models on the achievement of history among fourth grade literary students and their analytical thinking.

Abstract

the research aims to know the effectiveness of teaching using TRIZ and TRAJEST models in the collection of history for fourth-grade literary students and their analytical thinking. The three are the first experimental group who study the history of Arab and Islamic civilization with the TRIZ model. The second experimental group who study with the TRAJEST model, and the control group who study the same material in the traditional way in the dimensional achievement test, (2).  There is no statistically significant difference at the level of (0.05) between the average scores of the students of the three research groups. The first experimental group is studying the history of Arab and Islamic civilization using the TRIZ model. The second experimental group is studying the using of the TRAJEST model, and the control group is studying the same material in the traditional way in the analytical thinking test. The research was determined with the students of the fourth literary grade for the academic year 2021/2022 AD by teaching them the topics of the first, second and third semesters of the subject history. The sample is consisted of (91) female students which is divided into three groups. The researcher followed the experimental research method. The two research tools were represented by the achievement test whose number reached (40) test items of the type of multiple choice. The second tool was the analytical thinking test whose number of paragraphs (28) paragraphs, and the apparent validity of the two tools was extracted through the opinions of experts with a percentage of agreement (80%), and the stability of the two tools through the Facronbach equation, which amounted to (85%) for the achievement test and (84%) for analytical thinking, and through the statistical package for social sciences).  The results of the research showed the superiority of the students of the two experimental groups who studied the subjects of the history of Arab and Islamic civilization with the TRIZ model and the TRAJEST model over the control group students who studied the same subject in the traditional way in the post-achievement test and the analytical thinking test. From the results of the research, the researcher concluded the steps of TRIZ model and TRAJEST model have categorized the ideas presented to the students of the two experimental groups into very interesting ideas, which made their academic achievement and their analytical thinking is better than the achievement and analytical thinking of the students of the control group who studied the same subject in the traditional way. From the results and conclusions of the research, the researcher recommends holding training courses for teachers of the subject of the history of Arab Islamic civilization during the summer vacation, or during seasonal or annual training by training them on the steps of the TRIZ model (TRIZ) and the TRAJEST model, in order to raise giving a higher level in the achievement of their students and their analytical thinking in the subject of the history of Arab-Islamic civilization. The researcher suggested conducting future studies on other study stages and other dependent variable