Impact of Using the Strategy of the Divergent Thinking Questions on Achievement and Concepts' Acquisition among Second Grade Students in Arabic Language
Abstract
This study aimed to identify the impact of using the strategy of the divergent thinking questions on achievement and concepts' acquisition among second grade students in the Arabic language subject. To achieve the objectives of the study, the experimental approach was adopted where the researcher prepared a strategy according to the divergent thinking, an achievement test and a questionnaire to measure the level of acquiring concepts among students. A sample of the second graders was selected where the students' sections were randomly divided into two groups: an experimental group which was subject to the experiment and the other a control group that was not subject to the experiment. The two groups were subjected to a pre and a post test. After conducting the statistical analysis, there was an impact for using the divergent thinking questions strategy on the achievement and the concepts' acquisition among second grade students in the Arabic language subject.
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