The effect of the web-based inquiry strategy on developing imaginative interconnectedness among fifth-grade literary female students

Abstract

The present study aims to investigate the effect of the web inquiry strategy on the development of imaginative interconnectedness among fifth-grade literary female students in the subject of History for the academic year 2025–2026 (morning study) in Baghdad Governorate

The researcher developed a scale to measure imaginative interconnectedness consisting of 25 items, each with three alternatives. The scale covers four domains: analogical interconnectedness, causal interconnectedness, sequential visual interconnectedness, and creative interconnectedness. The instrument was validated through expert judgment to establish face validity, and construct validity was also examined. In addition, the researcher identified the psychometric properties of the test

After data collection and analysis using appropriate statistical methods, the results revealed statistically significant differences between the experimental group students who were taught History according to the web inquiry strategy in the pre- and post-tests of the imaginative interconnectedness scale

The researcher suggested further investigation into the effect of the web inquiry strategy on other variables such as future thinking and digital intelligence. The study also recommended adopting the web inquiry strategy as one of the contemporary instructional strategies in teaching History for fifth-grade literary students, due to its potential to bring about a qualitative shift in learning. It moves students from passive reception to structured inquiry, enabling them to analyze and construct historical knowledge consciously, which in turn enhances academic achievement and develops imaginative interconnectedness.