The Effect of Two Strategies for Accelerated Learning on the Development of Inquiry and Analytical Thinking Skills for First-Grade Intermediate Students in History
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Abstract
The objective of this study is to explore the impact of two fast learning strategies on developing the investigative and analytical thinking skills of first-year intermediate school students in the subject of history. The researcher set two hypotheses in order to accomplish the study objective. There are no statistically significant differences at the indication level (0.05) among the female students who scored average in the two experimental groups and the control group in the investigation skills test. The researcher adopted an experimental design with partial control for three groups, two of which were experimental and the other a control. The research sample consisted of 99 female students divided into three groups, each consisting of 33 female students. Equivalence was conducted with a number of variables, including prior knowledge, intelligence, investigative skills test, and analytical thinking skills test. A 40-item test was designed to measure investigation skills, while a 45-item test was designed to measure analytical thinking. After that, appropriate statistical analyses were conducted for the research. Notably, the experimental groups, which were exposed to the first and second proposed strategies based on fast learning, exhibited superior performance compared to the control group that followed the conventional study approach. A variety of conclusions, recommendations, and proposals were also reached by the researcher.
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