The Effect of the Hyperlearning Model on Developing Reflective Thinking among Second-Grade Intermediate School Female Students in Social Studies

Abstract

The current study aimed to identify the effect of the Hyperlearning Model on developing reflective thinking among second-grade intermediate school female students in Social Studies. To achieve this objective, the researcher formulated the following null hypothesis: There are no statistically significant differences at the significance level (0.05) between the mean scores of the experimental group students who study Social Studies according to the Hyperlearning Model and the mean scores of the control group students who study the same subject according to the conventional method on the post-reflective thinking test.

The researcher adopted the experimental approach and employed a partially controlled experimental design with experimental and control groups, utilizing both pre-test and post-test measures. The research population consisted of second-grade intermediate female students enrolled in governmental daytime intermediate and secondary schools for girls in Al-Muqdadiyah District, affiliated with the General Directorate of Education of Diyala Governorate for the academic year (2025–2026). The population included (24) schools with a total of (1,080) students. Al-Tahira Secondary School for Girls was randomly selected to conduct the experiment. The final sample consisted of (50) students, with (25) students assigned to each group.

The researcher used one research instrument, namely the Reflective Thinking Test, which consisted of (24) items distributed across three main domains: Attention and Perseverance (8 items), Motivation and Self-Talk (8 items), and Goal-Oriented Analytical Power (8 items). The validity and reliability of the test were established. The experiment was conducted during the second semester of the academic year (2025–2026). The results revealed the rejection of the null hypothesis and acceptance of the alternative hypothesis, which states that there are statistically significant differences at the significance level (0.05) between the mean scores of the experimental group students who studied Social Studies according to the Hyperlearning Model and the mean scores of the control group students who studied the same subject according to the conventional method in the post-reflective thinking test.

The researcher recommended organizing training courses and workshops by the General Directorate of Education in Diyala – Training and Preparation Division – under the supervision of University of Diyala professors specializing in Teaching Methods, to train teachers in all schools on using modern teaching models.