The Impact of Bayer's Strategy on Acquiring Historical Concepts among Second-grade Students and Developing Their Holistic Thinking
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Abstract
This research aimed to investigate the effect of the Byerstrategy on acquiring historical concepts and developing comprehensive thinking among second-grade middle school students. The following null hypotheses were formulated:a. There is no significant difference at the level of significance (0.05) between the mean scores of the students in the experimental group who study using the Byerstrategy and the mean scores of the students in the control group who study using the traditional method in achievement. b. There is no significant difference at the level of significance (0.05) between the mean scores of the students in the experimental group who study using the Byer strategy and the mean scores of the students in the control group who study using the traditional method in comprehensive thinking. c. There is no significant difference at the level of significance (0.05) between the mean scores of the pre-test and post-test of the experimental group in comprehensive thinking. The partial control experimental design was chosen for the study groups (control and experimental), and Ibn Al-Athir High School for Boys in Salah Al-Din Governorate was selected as the sample. The sample consisted of (60) students, with (30) students in the experimental group and (30) students in the control group. The traditional method was used to teach the control group, and the Byerstrategy was used to teach the experimental group. To ensure the equivalence of the two groups, the researcher conducted a matching process for some variables (chronological age, intelligence, academic achievement of parents, comprehensive thinking). The results showed that the experimental group that studied using the Byerstrategy outperformed the control group that studied using the traditional method.
The results indicated that:
- The Byerstrategy contributed to the development of comprehensive thinking among second-grade middle school students.
- The Byerstrategy enabled students to be more skilled in handling multiple ideas.
- The Byerstrategy increased students' ability to interpret, infer, and criticize, and increased students' confidence in themselves.
- The teacher who uses the Byerstrategy makes a double effort, as he is the link between the students themselves and the teacher in managing the discussion dialogue.
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