The Effect of Robson's SQ3R Strategy on Developing Evaluative Thinking among Fourth-grade Literary Female Students in the Subject of Sociology
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The current research aims to investigate the effect of Robson's strategy on developing evaluative thinking among fourth-grade literary students in the subject of sociology. The research sample consisted of 30 students in the experimental group and 30 students in the control group, all from Sarah Girls' Secondary School. The students were divided into two groups, both of which studied reading using traditional methods. The results indicated a statistically significant difference between the average scores of students in the experimental and control groups on the post-application of the evaluative thinking test, favoring the experimental group. Additionally, the study revealed a statistically significant difference between the average scores of the experimental and control groups in evaluative thinking.
In light of these results, the researcher emphasized the necessity of providing in-service training for teachers on the Robinson strategy. It is essential to encourage educators to design their lessons in accordance with this strategy by organizing training courses. Additionally, the researcher highlighted the importance of curriculum planners and developers in supplying appropriate scientific content, as well as offering a variety of activities and experiences to foster the development of evaluative thinking skills among female students throughout various stages of education.
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