The Effect of the Thinking Compass Strategy on the Achievement of Arabic Grammar for Fourth Grade Scientific Students

Abstract

This research aims to know "the impact of the thinking compass strategy on the acquisition of Arabic grammar among fourth grade scientific students ". To achieve the research goal, the researcher relied on the design of a non-random control group with two pre- and post-tests. The research sample amounted to (60) students who were randomly distributed into the two research groups, with (30) students for each group. The researcher rewarded students from among them.The research groups were divided into five variables (chronological age calculated in months, the academic achievement of fathers and mothers, the scores of the pre-achievement test, and the scores of the academic motivation scale). Model lessons were prepared for each of the topics specified for the experiment, and to measure achievement, the researcher prepared an objective achievement test, consisting of (40) multiple-choice items. After statistically processing the data, a statistically significant difference appeared in favor of the experimental group that was taught using the Thinking Compass strategy. The researcher recommended the necessity of using the Thinking Compass strategy and suggested conducting studies aimed at identifying the effect of the Thinking Compass strategy on other variables such as reading comprehension.