The Effect of the Disney Creative Strategy on Mind Wandering Among Second Intermediate Grade Female Students in Biology

Abstract

The current research aims to identify the effect of the Disney Creative Strategy on the mind wandering of second intermediate grade female students in Biology. To achieve the aim of the research, the experimental method with partial control for two equivalent groups was adopted. The research population consisted of second intermediate grade female students at Al-Arjwan Secondary School for Girls, affiliated with the Baghdad Directorate of Education / Al-Rusafa Second. The research sample consisted of (66) female students, with (34) students in the experimental group and (32) students in the control group, selected randomly. The research instrument was represented by the Mind Wandering Scale consisting of (24) items within two domains: mind wandering outside the task and mind wandering inside the task. Its validity and reliability were verified, and the reliability coefficient reached (0.88) using Cronbach’s Alpha equation. After conducting the statistical analysis using the SPSS statistical package, the results showed a statistically significant difference at the significance level of (0.05) between the mean scores of the experimental group students who studied according to the Disney Creative Strategy and the mean scores of the control group students who studied according to the traditional method on the post mind wandering scale, in favor of the control group. In light of the findings, the two researchers recommended adopting the Disney Creative Strategy in teaching Biology because of its positive effect in reducing mind wandering.