أثر انموذج تحفيز التفكير في تنمية الخيال الأدبي عند طلاب الصف الثاني المتوسط

Abstract

This research aims to identify the effect of the thinking stimulation model on developing literary imagination among second-year middle school students. In order to achieve the goal, the researcher formulated the null hypothesis, which stated: “There is no statistically significant difference at the level (0.05) between the average scores of the students of the experimental group who will study reading and texts according to the (thinking stimulation) model and the average scores of the students of the control group who will study the material according to the usual method in literary imagination.”

The researcher followed the experimental method with an experimental design with partial control. The research community was determined as the second-year middle school students in the General Directorate of Education, Baghdad, Al-Rusafa II. The researcher randomly selected Wasafa Middle School to be the sample for his research. The number of students in the experimental group was (25) students and the number of students in the control group was (25) students. The researcher statistically equalized the two research groups using the variables of chronological age calculated in months, parents’ achievement, and Arabic language grades for the previous academic year.

The researcher prepared a test of literary imagination consisting of (30) objective test paragraphs of multiple choice type and verified the psychometric properties of that test before applying it. He used the t-test for two independent samples and the researcher concluded that there are statistical differences at a significance level of 5% in favor of the students of the experimental group.

The researcher recommended adopting a model to stimulate thinking in teaching reading and texts for the second intermediate grade. He suggested similar studies in other stages in primary and secondary school.