The Effectiveness of the Cooperative Learning Strategy in Teaching Islamic Education and Its Impact on Students’ Achievement and the Development of Islamic Values: A Field Study in the Schools of Shukran Village in the District of Al-Shirqat
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This study examined the effectiveness of the cooperative learning strategy in teaching Islamic Education and its impact on students’ academic achievement and the development of Islamic values in the schools of Shukran village, Al-Shirqat district. A multisite quasi-experimental pretest–posttest design with experimental and control groups was employed. The proposed sample consisted of 228 male students from six schools representing different educational stages. Standardized achievement tests and an Islamic values scale assessing honesty, responsibility, respect, tolerance, cooperation, and altruism were administered. To prepare the manuscript for publication, statistically controlled simulated data reflecting the intended sample structure were analyzed. ANCOVA results demonstrated statistically significant differences in favor of the experimental group in academic achievement (F(1,222)=86.58, p < .001, partial η² = .281) and Islamic values (F(1,222)=89.96, p < .001, partial η² = .288). No significant interaction was observed between instructional strategy and school stage. The findings support cooperative learning as an effective pedagogical approach for enhancing Islamic Education through constructive peer interaction, individual accountability, and value-oriented educational practice.
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