The Effect of the Partners Strategy on Inductive Thinking among Fifth Grade Female Pupils in Science

Abstract

The study aims to identify the effect of the Partners Strategy on the inductive thinking of fifth-grade female pupils in the subject of science. To achieve this goal, the following null hypothesis was formulated “ : There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group pupils who were taught according to the Partners Strategy and the mean scores of the control group pupils who were taught using the conventional method in the inductive thinking test in science.”

The research population consisted of all public primary schools affiliated with the Directorate of Education in Baghdad / Al-Rusafa Third for the academic year (2024–2025). The research sample was represented by Abdul Kareem Kulf Primary School, which was intentionally selected from among the schools. Two classes (B and C) were chosen by simple random assignment (lottery). served as the experimental group taught with the Partners Strategy, while Class C was the control group taught with the traditional method.". The number of pupils in each class was (30).

A quasi-experimental design was adopted for the two groups with a post-test of inductive thinking. The experiment was carried out during the second semester for a period of (11) weeks.

 The content of the last five chapters of the science textbook was analyzed based on the levels of the cognitive domain in Bloom’s taxonomy (knowledge, comprehension, and application), from which (148) behavioral objectives were derived.

A total of (26) lesson plans were prepared for the experimental group using the Partners Strategy, and an equivalent number for the control group following the conventional method. The two groups were equated in several variables that might affect the results, such as previous achievement in science, intelligence test scores, and chronological age.

The research instrument consisted of an inductive thinking test comprising (20) multiple-choice items with four alternatives each.

 The researcher verified the test’s face validity by presenting its items to a group of specialists and experts in science teaching methods and measurement and evaluation.

After the experiment concluded, the test was administered to both groups, and the results were analyzed using the (SPSS ) program.

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 The findings revealed a statistically significant difference in favor of the experimental group pupils who were taught according to the steps of the Partners Strategy, with a large effect size compared to the control group.

In light of these results, the researcher recommended adopting the Partners Strategy as an alternative to the traditional teaching methods in science instruction. The researcher also presented several related recommendations and suggestions