The Effect of the “Everyone Here is a Teacher” Strategy on Developing Breakthrough Thinking among Fifth-Grade Literary Stream Students in History

Abstract

The present study aimed to identify the effect of the “Everyone Here is a Teacher” Strategy on developing breakthrough thinking among fifth-grade literary stream students in history. To achieve the objective of the study, the researcher formulated the following three null hypotheses:

1. There is no statistically significant difference at the significance level of (0.05) between the mean scores of the students in the experimental group, who study history according to the “Everyone Here is a Teacher” Strategy, and the mean scores of the students in the control group, who study the same subject using the conventional teaching method, on the post-administration of the breakthrough thinking test.
2. There is no statistically significant difference at the significance level of (0.05) between the mean scores of the students in the experimental group, who study history according to the “Everyone Here is a Teacher” Strategy, on the pre- and post-administrations of the breakthrough thinking test.
3. There is no statistically significant difference at the significance level of (0.05) between the mean scores of the students in the control group, who study history using the conventional teaching method, on the pre- and post-administrations of the breakthrough thinking test.

The researcher adopted the experimental method and employed a partially controlled experimental design involving an experimental group and a control group with both pre- and post-tests. The study population consisted of fifth-grade literary stream students enrolled in governmental morning secondary and preparatory schools for boys in the center of Al-Miqdadiyah District, affiliated with the General Directorate of Education of Diyala Governorate, during the academic year (2025–2026). The population comprised 29 schools with a total of 570 students.

Using simple random sampling, Al-Mughirah Secondary School for Boys was selected to represent the experimental group, while Al-Miqdadiyah Preparatory School for Boys was selected to represent the control group. The final sample consisted of 62 students, with 31 students in each group.

The researcher developed a breakthrough thinking test consisting of 24 items distributed across four major domains, with six items for each domain. The validity and reliability of the test were established. The researcher employed the Statistical Package for the Social Sciences (SPSS), the t-test, and Cohen’s effect size equation for data analysis.

The findings revealed statistically significant differences in the post-administration of the breakthrough thinking test in favor of the experimental group. Furthermore, statistically significant differences were found between the pre- and post-administrations of the test in favor of the post-administration for the experimental group. In contrast, no statistically significant differences were observed between the pre- and post-administrations for the control group.

The researcher concluded that the “Everyone Here is a Teacher” Strategy contributed effectively to the development of breakthrough thinking among fifth-grade literary stream students in history.