The impact of the creative acceleration and paraphrasing strategies on geography achievement and logical thinking skills among fourth-grade humanities students

Abstract

The current research aims to know the effect of two strategies—creative acceleration and reformulation—on the achievement of fourth-grade literary students in geography and logical thinking. The researcher used a quasi-experimental design (two experimental groups and one control group with a post-test). The research was limited to fourth-grade literary students in government preparatory and secondary day schools for girls in Baghdad Governorate during the 2023/2024 academic year. The research sample consisted of 90 students, with 30 students in each group. The researcher ensured the equivalence of the three research groups in terms of the variables of age, intelligence, prior knowledge, and logical thinking. To achieve the research objectives, two instruments were developed: the first was an achievement test, for which the researcher formulated 50 items appropriate to the subject matter and behavioral objectives, comprising 37 objective multiple-choice questions with four alternatives and 13 essay questions. The second instrument was a logical thinking scale, which consisted of... (30) Multiple-choice objective questions were administered, and the two tests were given to a pilot sample and another sample for statistical analysis to extract psychometric properties. The tests were then ready for administration at the end of the experiment. The data were analyzed and statistically processed using the SPSS 10 statistical software. The results showed the superiority of the students in the two experimental groups—the first group that studied using the creative acceleration strategy and the second group that studied using the reformulation strategy—over the students in the control group who studied the same material using the traditional method, in the achievement and logical reasoning tests. In light of the results of the current research, the researcher concluded that it is possible to use the creative acceleration and reformulation strategies in our current schools, which will help raise the level of academic achievement and logical thinking. Based on the results and conclusions reached in the current study, the researcher recommended the necessity of adopting these two strategies in teaching geography to raise the level of achievement and logical thinking among female students. To complete the current research, the researcher suggested conducting similar studies at other educational levels, for other subjects, and on other variables, such as concept acquisition. Retention and other thinking patterns and motivational patterns, such as academic and cognitive motivation.

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