The effectiveness of the Thinking Thresholds Strategy in developing creative thinking skills among second-year intermediate school female students in reading

Abstract

The present study aimed to identify the effectiveness of the Thinking Thresholds Strategy in developing creative thinking skills among second-year intermediate school female students in the subject of reading.

The researcher adopted the experimental method to achieve the research objectives. The sample consisted of (68) female students, divided into an experimental group of (35) students and a control group of (33) students, who were selected randomly.

The researcher prepared the research instrument and, after verifying its validity and reliability, the data were analyzed using several statistical methods, including the t-test, item difficulty and ease coefficient, item discrimination coefficient, effectiveness of alternatives, Chi-square test (χ²), and Cronbach’s alpha coefficient.

The results revealed a statistically significant difference at the significance level (0.05) in favor of the experimental group, which was taught using the Thinking Thresholds Strategy.

In light of the findings, the researcher presented several recommendations, including:

1. Providing Arabic language teachers with training programs that include thinking skills, their stages, literature, and strategies.
2. Organizing training courses for Arabic language teachers and supervisors to familiarize them with thinking strategies.
3. Designing Arabic language curricula at various educational stages according to creative learning strategies and modern teaching methods.
4. Organizing the learning environment in Arabic language classes to create an engaging and stimulating atmosphere.