The Effect of the Wheatley Model on Developing Deductive Thinking among Fifth-Grade Female Students in Philosophy and Psychology
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Abstract
The research aims to identify the effect of Wheatley’s model in developing deductive thinking among fifth-grade literary students in philosophy and psychology.
The researcher adopted an experimental design with partial control for two groups, experimental and control, in the pre- and post-test of deductive reasoning. The research sample consisted of two groups. The first was the experimental group, which was represented by group (A), which would teach the subject of philosophy and psychology according to the Wheatley model, with (35) female students, while group (B), the control group, which would study the same subject according to the usual method, with (35) female students. The researcher conducted parity between the female students of the two research groups in the following variables: (deductive thinking, intelligence test, chronological age calculated in months, educational level of fathers, educational level of mothers). The researcher adopted the deductive thinking test. The test in its final form consisted of (20) paragraphs. The researcher verified its validity, reliability and discrimination. The researcher applied the pre-test of deductive thinking before starting the experiment. After the experiment ended, he applied the post-test of deductive thinking. The results showed a difference between the averages of the experimental and control groups in deductive thinking in favor of the experimental group, and a statistically significant difference between the average of the experimental group in the pre- and post-tests.
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College of Education for Humanities, TIKRIT UNIVERSITY. THIS IS AN OPEN ACCESS ARTICLE UNDER THE CC BY LICENSE http://creativecommons.org/licenses/by/4.0/
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