The effect of the numbered Russian strategy on developing critical thinking among fifth grade literary students in history

Abstract

The current research aims to know (the effect of the numbered heads strategy on the development of critical thinking among fifth grade literary students in the subject of history). There are also no statistically significant differences at the level (0.05) between the mean scores of the experimental group students studying modern European history according to the numbered heads strategy in the pre and post applications of the test. Critical Thinking Finally, there are no statistically significant differences at the level (0.05) between the mean scores of the students of the control group who study modern European history according to the usual method in the pre and post applications of the critical thinking test. The experiment began in the first semester of the academic year (2022-2022). 2023 AD), and the first three chapters of the Modern European History book to be taught by the Ministry of Education, Grade The fifth literary for the academic year (2022-2023 AD), and the researcher relied on teaching the experimental group on the strategy of numbered heads, and took the experimental design with partial control in the experimental and control groups, and the pre and post tests as a design for the research; The research community consisted of preparatory and secondary governmental day schools for girls, affiliated to the General Directorate of Education of Diyala Governorate, and the researcher (intentionally) chose the Baquba district of the center, and through a simple random drawing, he chose Al-Khazaran Preparatory School for Girls as the current research sample, and Division (B) was chosen randomly to represent the group Experimental, and Division (A) to represent the control group, and the research sample reached (60) students, with (30) students for the experimental group, and (30) students for the control group; The researcher conducted equivalence in the variables represented by (grades of the previous year, the chronological age of the students calculated in months, the educational attainment of the parents, the scores of the intelligence test), and the researcher taught the two research groups himself in a period that lasted (15) weeks, using the following statistical methods: the t-test ( t-test) of two independent samples, chi-square, Pearson correlation coefficient, and Spearman–Brown equation; To process the research data, the results of the research showed that there were statistically significant differences at the level (0.05) in favor of the experimental group that studied European history using the numbered heads strategy in developing critical thinking over the control group that studied the same material in the usual way. The research concluded that the strategy of numbered heads had a positive effect on female students in the fifth literary grade of history, and this was evident through their critical thinking. This strategy helped to integrate critical thinking skills in th