The Effect of the Strategy of Hands and Minds on the Achievement of Fourth-Graders in the Literary Branch in the Subject of History and the Development of Their Complex Thinking
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Abstract
This research aims to explore the impact of the Hands and Minds strategy on the achievement of fourth-grader in the literary branch in history and the development of their complex thinking. The researcher proposed the following null hypotheses:
- There is no statistically significant difference at the 0.05 level between the average scores of the experimental group, who study history using the "Hands and Minds" strategy, and the control group, who study the subject traditionally, in the achievement test.
- There is no statistically significant difference the 0.05 level between the average scores of the experimental and control groups in the post-test for complex thinking.
- There is no statistically significant difference at the 0.05 level between the pre and post-test scores for the experimental group in the complex thinking test.
The researcher used an experimental design with pre-test and post-test for both experimental and control groups at Ibn Abbad Secondary School in Salah al-Din for the academic year 2023-2024. The sample consisted of 50 students. They were equally divided into experimental and control groups. The experimental group studied history using the "Hands and Minds" strategy, while the control group used the traditional method. Both groups were matched in terms of age, parental education level, and pre-test scores.
The results favored the experimental group, and the researcher concluded that the "Hands and Minds" strategy enhances reasoning, innovation, and creativity. It also significantly improved students’ achievement compared to the traditional method, with positive student engagement during lessons.
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