اثر استراتيجية جيسكو في تحصيل طلاب الرابع الادبي في مادة علم الاجتماع وتنمية التفكير الناقد لديهم

Abstract

     This research aims to identify (the effect of Jesco’s strategy on the literary achievement of fourth-grade students in sociology and developing their critical thinking)

To achieve the research goal, we developed the following hypotheses:

1- There are no statistically significant differences at the significance level (0.05) between the average achievement scores of the experimental group students who study using the Jesco strategy and the average achievement scores of the control group students who study using the regular method.

2- There are no statistically significant differences at the significance level (0.05) between the average scores of the experimental group students who study using the Jesco strategy and the average scores of the control group students who study using the regular method in the critical thinking test.

The researcher prepared a test for student achievement of the (multiple choice) type consisting of (30) items, and a test of critical thinking skills consisting of (42) items of a variety of question types. Its validity (virtual and content), its discriminatory power, its difficulty factor, and the effectiveness of the wrong alternatives were verified. Its reliability was extracted using the Kuder-Richardson-20 equation and Cronbach’s alpha, reaching (0.86) and (0.85) respectively for the achievement test and (0.85) and (0.82) for the achievement test. Critical thinking has good reliability coefficients.

     The experimental procedures lasted (8) weeks, at the end of which a post-achievement test was applied. After two days, the test was applied to measure critical thinking skills, and the researcher used appropriate statistical methods.

      To achieve the research objectives, the study resulted in the following results:

1. Jesco’s strategy is superior to the traditional method in the achievement of fourth-grade literary students in the subject of Principles of Philosophy and Sociology and in developing their critical thinking.
2. Jesco’s strategy made the lesson more lively and active, avoiding monotony and boredom as is usual in the traditional method.
3. GEsco’s strategy has proven its ability to make the student the focus of the educational process, and this is consistent with the modern vision of education.

      To complement the current study, the researcher developed a number of conclusions and recommendations

And proposals.