scholarly journals The Effect of Activities Based on REACT Strategy in Social Studies Courses on Students' Academic Achievement, Attitudes Towards Social Studies Courses and on the Retention of Learning

2020 ◽  
Author(s):  
Alaattin Arıkan ◽  
Elif Aladağ
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Achievement Attitudes

scholarly journals The effect of a supra-cognitive strategy on achievement and creative thinking in social studies for eleventh grade students in the Sultanate of Oman: أثر استراتيجية فوق المعرفية في التحصيل والتفكير الإبداعي في الدراسات الاجتماعية لدى طالبات الصف الحادي عشر بسلطنة عمان

2020 ◽  
Vol 4 (41) ◽  
Author(s):  
Aisha Omair Mohammed Alwahshi, Asma Abdulrahman
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Creative Thinking ◽  
Teaching Strategy ◽  
Average Score ◽  
Metacognitive Skills ◽  
Sultanate Of Oman ◽  
The Impact ◽  
Experimental Group ◽  
Cognitive Teaching

The study aimed to investigate the impact of the above- cognitive teaching strategy on achievement and creative thinking among students of the eleventh grade in the Sultanate of Oman, and the study used the semi- experimental approach. It was implemented in 55 grade 11 students from Um Attiya School (5- 12). They were divided into two groups: an experimental (27) female student who studied using the post- cognitive teaching strategy and the other control (28) studied by the traditional method. The study experiment was continued for 4 weeks. The results of the study showed that the experimental group obtained a total average of (18.58 out of 20) in academic achievement and (54.34 of 80) in creative thinking; In return for the control's average score of (13.43 out of 20) in academic achievement and (12.86 out of 80) in creative thinking; There were statistically significant differences between the arithmetic averages for the performance of students of the experimental and control groups at the level of significance (0,05) in favor of the experimental group, and the presence of a statistical function in the arithmetic mean of the experimental group in the pre and post exam (achievement, and creative thinking scale) in favor of the post- attributable to the teaching strategy Super cognitive. In the light of the results, the researcher recommended the necessity of including curricula for metacognitive skills and holding training courses for supervisors and teachers in the field of teaching social studies to learn about the above- knowledge teaching strategy in view of its effectiveness in teaching, as the researcher suggested a set of researches in this field.

scholarly journals The Impact of an Educational Program Based on Brain-Based Learning in Improving the Skills of Creative Thinking and Achievement in Social and National Education in Jordan

2015 ◽  
Vol 9 (3) ◽  
pp. 502
Author(s):  
Majed K. Al-Khawaldeh ◽  
Mohammad I. Qattawi
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Educational Program ◽  
Creative Thinking ◽  
The Third ◽  
The Social ◽  
Study Results ◽  
Brain Based Learning ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of an educational program based on brain-based learning in improving the creative thinking and academic achievement in the social studies and civics education among the third basic grade students in Jordan. The researcher adopted the semi-experimental method, and the study sample consisted of 50 third grade students of Omar Ibn Al-Khattab basic public school for Boys. The sample was purposive sample and then was assigned randomly into two the experimental and control groups. The experimental group which was provided the developed study unit consisted of 25 students, and similarly, the control group, which was presented the regular method. The study results showed statistically significant differences (=.05) in creative thinking skills: fluency, flexibility and authenticity, as well as academic achievement in the social studies and civic education among the third-graders in favor of the experimental group. The difference may be attributed to the brain-based education program. 

scholarly journals Content-Based Recreational Book Reading and Taiwanese Adolescents’ Academic Achievement

2016 ◽  
Vol 6 (1) ◽  
pp. 207
Author(s):  
Su-Yen Chen ◽  
Hsing-Yu Chang ◽  
Shih Ruey Yang
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Social Studies ◽  
Reading Program ◽  
Content Area ◽  
Book Reading ◽  
Specific Content ◽  
Entrance Exam ◽  
Subject Areas ◽  
Science Trade Books

The linkage between reading for pleasure and language ability has been well established, but the relationship between content-based recreational reading and academic achievement in various subject areas has rarely been explored. To investigate whether reading literature, social studies, and science trade books for pleasure is related to students’ growth in achievement for the subjects of Chinese, social studies, and science, respectively, this study used data from 4,730 students at a Taiwanese girls’ high school. Based on students’ high school entrance exam test scores in three subject areas as control variables, and their college entrance exam scores as the outcomes, the findings indicated that pleasure reading in a specific content area might lead to growth in achievement for that particular content area, and in some cases, reading in other content areas might help as well. A reading program that invites students to engage in self-sponsored reading can promote disciplinary literacy and academic achievement.

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