The Effectiveness of the Herman Model in Achieving the Subject of Teaching Methods for Third-graders and Developing their Wisdom-based Thinking
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Abstract
The current research aims to determine the effectiveness of the Hermann model in the acquisition of curriculum material and teaching methods for third-graders and the development of their wisdom-based thinking. The sample of the study was consisted of (98) male and female learners, with (48) male and female students from Section (B) representing the experimental sample, and (50) male students. A female student from Division A represented the control sample of third-graders. The researcher prepared an achievement test consisting of (50) items. He also prepared a wisdom-based thinking test, which consisted of (64) items distributed according to the dimensions of wisdom-based thinking, which numbered ( 8) dimensions. The researcher used the statistical package (Spss), and the researcher reached the following results:
- There is a statistically significant difference at the level of (0.05) between the average scores of the experimental group and the average scores of the control group in the cognitive achievement test for the subject of teaching methods, in favor of the experimental group.
- There is a statistically significant difference at the level (0.05) between the averages of the experimental and control research groups in the post-wisdom-based thinking test, in favor of the experimental group.
- There is a statistically significant difference at the level (0.05) between the averages of the experimental research group in developing wisdom-based thinking between the pre- and post-tests, in favor of the post-test. The researcher came up with a set of conclusions, recommendations and proposals
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