The Impact of Utilizing Conceptual Thinking Mechanisms on Achievement and Acquisition of Perspective Skills among Preparatory Stage Students
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Abstract
The research aims to identify the effect of employing conceptual thinking mechanisms on achievement and acquisition of perspective skills among intermediate school students. To achieve the research objective, the researcher used the experimental method. The research community consisted of fourth-year intermediate school students, Arts Branch, in the Third Rusafa Education Department, numbering 63 students distributed in two classes. The researcher prepared two tests. The first is achievement test, consisting of two types of questions: objective, consisting of three questions and 25 test paragraphs with a binary correction (0, 1) in front of each paragraph, and an essay question consisting of 5 test paragraphs with a triple correction (good, average, weak) and a weight of (3, 2, 1). The second is a skill test consisting of 5 questions that are corrected with a skill performance observation form consisting of 5 paragraphs with a triple gradation (good, average, weak) and a percentage weight of (3, 2, 1). The validity and reliability of the achievement and skill test and the observation form were verified. The results showed the existence of an effect of conceptual thinking mechanisms on achievement and acquisition of perspective skills among students. In light of this, the researcher recommended a set of recommendations and proposals.
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