The Effect of the Shor Strategy on Achievement and Mental Flexibility among Sixth Grade Science Students in Islamic Education
Abstract
The current research aims to identify the effect of the (Shor) strategy on achievement and mental flexibility among sixth grade science students in Islamic Education. The researcher adopted the steps of the experimental method (with partial control) for two groups: an experimental group and a control group. The sample was chosen intentionally, consisting of (84) female students divided equally between the two groups. The equivalence of the two groups was verified according to the variables of chronological age, achievement in the subject for the previous year, and intelligence test. To achieve the research objectives, the researcher prepared the research tools and requirements by defining the scientific material and formulating (122) objectives according to Bloom’s classification and study plans applied to the two groups during the experiment. The experiment lasted (12) weeks and the research included two tools: an achievement test consisting of (40) multiple-choice items, and a measure of mental flexibility consisting of (30) items with three alternatives. The researcher verified the validity and reliability of the items, and thus reached the following results:
1- There is a statistically significant difference at the significance level of (0.05) between the average achievement of the experimental group, who studied according to the Shor strategy, and the average achievement of the control group, who studied the same material using the traditional method, on the post-achievement test. This is in favor of the experimental group.
2- There is a statistically significant difference at the significance level of (0.05) between the average scores of the experimental group, who studied according to the Shor strategy, and the average scores of the control group, who studied the same material using the traditional method, on the Mental Flexibility Scale, in favor of the experimental group
