The effect of a proposed strategy based on the theory of successful intelligence on the development of sustainable thinking For university students
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Abstract
The current research aims to identify In order to achieve the researcher's goal, the researcher formulated two hypotheses:
1) At the level of significance (0.05), there is a statistically significant difference between the average scores of the students of the two groups of beginners who study according to the theory of successful intelligence and the average scores of the students of the control group who study in the usual way. Method in the progressive test for the development of sustainable thinking.
2) There is a statistically significant difference at the significance level (0.05) between the average scores of the students of the experimental group taught according to the theory of successful intelligence and the average scores of the students of the control group taught according to the usual method in the achievement test for the development of sustainable thinking.
3) There is no statistical difference at the significance level (0.05) between the average scores of students of the experimental group taught according to the theory of successful intelligence and the average scores of students of the control group taught according to the usual method in the achievement test for the development of sustainable thinking.
The sample consisted of students of Tikrit University for the academic year 2023-2024, and a sample was selected from students of the university / the third stage of the Faculty of Education for Human Sciences, Department of Educational and Psychological Sciences.
It amounted to (40) students, (20) for the experimental group and (20) for the control group, and the two study groups were randomized by several variables, namely: (chronological age, intelligence, prior experiences, and thinking) and it was found that there was no statistically significant difference between the two research groups at the significance level (0.05), which means that the two groups are equivalent.
The model was prepared according to a teaching plan for each of the two groups, and the achievement test was prepared, consisting of (30) paragraphs.
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