Document Type : Original Article
Authors
1 Ph.D. Student, Department of Arabic Language and Literature, Shiraz University, Shiraz, Iran
2 Professor, Department of Arabic Language and Literature, Shiraz University, Shiraz, Iran
3 Associate Professor, Department of Arabic Language and Literature, Shiraz University, Shiraz, Iran
4 Assistant Professor, Department of Arabic Language and Literature, Shiraz University, Shiraz, Iran
Abstract
Abstract
The aim of this study is to investigate the impact of the LEAD strategy on developing critical thinking among fifth-grade preparatory students in Arabic language in Iraq, specifically at Sur Nineveh Preparatory School for Boys in the Nineveh Education Directorate. The study follows a quasi-experimental approach, and the sample consists of fifth-grade scientific students, totaling 68 students. They were divided into two groups: an experimental group, which was taught using the LEAD strategy and consisted of 30 students, and a control group, which was taught using the traditional method and consisted of 32 students, after excluding 6 students from the total sample. The researcher prepared a test to measure critical thinking, consisting of 41 items after modifications. The researcher also ensured equivalence between the students' grades in Arabic, their age, and their parents' educational level. The statistical methods used included Pearson's correlation coefficient, t-test for two independent samples, Cronbach's alpha, Spearman, and chi-square. The study found that the experimental group, which was taught using the LEAD strategy, outperformed the control group, which was taught using the traditional method. Regarding the results related to the first null hypothesis, which states that "there is no statistically significant difference between the mean scores of the experimental group taught using the LEAD strategy and the mean scores of the control group taught using the traditional method in critical thinking as a whole," and the second null hypothesis, which states that "there is no statistically significant difference between the mean scores of the experimental group taught using the LEAD strategy and the mean scores of the control group taught using the traditional method in critical thinking skills," the results indicated that these hypotheses were rejected.
Keywords
)