The Effect of the Time-Out Strategy on Developing Historical Empathy among Fifth-Graders in the Literary Branch in the Subject of History
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Abstract
The research aims to reveal the effect of the time-out strategy on developing historical empathy among fifth-grade literary students in the subject of history. The research community included fifth-grade literary students in intermediate and secondary schools affiliated with the Salah al-Din Education Directorate, Tikrit Education Department, for the academic year (2023-2024). The researcher selected Khalid bin al-Walid Intermediate School to implement the research. The total sample size was 67, with 33 students representing the experimental group and 34 students representing the control group. The researcher conducted the equivalence process in several variables. The researcher prepared behavioral objectives for the first four chapters of the history book scheduled to be taught to fifth-grade literary students. He also prepared teaching plans for both groups. The researcher also prepared a scale for historical empathy, which in its final form consisted of (30) paragraphs. Three alternatives were placed in front of each paragraph, and its validity, reliability, and the distinction of its paragraphs were verified. After the experiment was completed and the historical empathy scale was applied to both research groups, the study results showed that the use of the time-out strategy in teaching history to fifth-grade literary students proved effective in developing historical empathy among students in the experimental group, compared to the traditional method. In light of these results, the researcher developed a set of conclusions, recommendations, and proposals.
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