The Effect of The Network Analysis Strategy on Expressive Performance And Associative Thinking In Second-Grade Intermediate Students

Abstract

The present study aims to investigate the effect of the Network Analysis Strategy on expressive performance and associative thinking among second intermediate grade students.

To achieve this goal, the researcher verified the validity of the following two hypotheses:

1. There is no statistically significant difference at the significance level of (0.05) between the mean scores of the second intermediate grade students in the experimental group, who study expression using the Network Analysis Strategy, and the mean scores of the students in the control group, who study expression using the traditional method.
2. There is no statistically significant difference at the significance level of (0.05) between the mean scores of the second intermediate grade students in the experimental group, who study expression using the Network Analysis Strategy, and the mean scores of the students in the control group, who study the same subject using the traditional method in the associative thinking test.

The researcher adopted a quasi-experimental design with partial control for the two groups of the study. Both groups were subjected to sequential expressive performance tests and an associative thinking test.

The population of the study included morning intermediate and secondary schools in Diyala Governorate, while the sample consisted of 61 students: 31 in the experimental group and 30 in the control group.

The results revealed that the experimental group outperformed the control group in both the sequential expressive performance tests and the associative thinking test.

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