The Effect of the Bransford and Stein Model on the Achievement Arabic among Fourth Literary Students and the Development of Their Critical Thinking
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The research aims to identify the impact of the Bransford and Stein model on the academic performance of fourth-grade students in Arabic language literature and to enhance their critical thinking skills. To achieve this, the researcher formulated two hypotheses, adopted an experimental design characterized by partial control, and conducted a final assessment involving two research groups: one experimental and one control. The current study focused on fourth-grade literary students at Al-Alam Preparatory School for Boys, which is affiliated with the General Directorate of Salah al-Din Education. It specifically examined the last three chapters of the Modern and Contemporary Arabic Language textbook for the academic year 2022-2023. Section A was designated as the experimental group, while Section B served as the control group. The control sample comprised 64 students, with 32 students in each group.
The researcher developed two assessments: one for achievement, consisting of 40 items—30 objective multiple-choice questions and 10 essay questions—and the second for critical thinking, comprising 45 items. The validity, reliability, and psychometric properties of both assessments were confirmed. They were administered to the sample both before and after the implementation of the experiment. The data were processed manually using the Statistical package for the social sciences (SPSS).
In light of the research findings, the researcher presented several recommendations, including the adoption of modern teaching models based on constructivist theory within the educational process. Additionally, the researcher suggested conducting a study on the impact of the IDEAL BRANSFORD educational model on various aspects, such as innovative and creative thinking, students' attitudes toward the Arabic language, their preferences, and their academic achievement.
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