The Effect of The IDJA Model on The Achievement of Geography Among Fifth-Grade Literary Students And The Development of Their Critical Thinking

Abstract

     The current research aims to identify the effect of (“EDJA model on the achievement of geography among fifth-grade literary students and the development of their critical thinking”).The researcher followed the  experimental method with partial control for two equivalent groups with a post-test on the achievement of geography and the development of critical thinking among fifth-grade literarystudents. The research sample consisted of (63) students, distributed into two groups: the first is an experimental group that studied geography according to the (EDJA) model, with a number of (32) students, and the second is a control group that studied the same subject in the traditional way, with a number of (31) students. The researcher rewarded the two research groups in the variables (the chronological age of the students calculated in months, the intelligence test, the probing thinking test, and the prior knowledge test). The researcher relied on two tools to measure the research variables, one of which is the achievement test, which consisted of (44) items, and the second is the probing thinking test, which consisted of (27) items. The researcher verified their validity, reliability and psychometric properties. The data were analyzed using the (SPSS) program. The research results showed that the students of the experimental group outperformed the students of the control group in the post-achievement test and the probing thinking test.

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