The Effectiveness of the Self-Scheduling Strategy in Developing the Hyper-Thinking Skill in the Arabic Language for Tenth Grade Students

Abstract

The study aimed to identify the effect of using the self-scheduling strategy in developing the hyper-thinking skill in Arabic language for tenth grade students. The study relied on the semi-experimental approach, and to achieve the objectives of the study, the researcher developed a hyper-thinking skills test so that each paragraph achieves sub-skills of the main branching thinking skills: synthesis, synthesis, realizing relationships, reclassification, and presenting a new vision. If there are (20) sub-skills, with (4) sub-skills for each main skill, then the test consists of (20) essay questions, and each question achieves one sub-skill, whose number was (60) students. The results of the study showed that there was a statistically significant difference between the average performance of the two study groups according to the different teaching method (integration of self-scheduling strategies, the usual method) on the The test of dimensional branching thinking skills, and the difference was in favor of the average of the students of the experimental group who studied using the integration of self-schedule strategies when compared with the average of the students of the control group. Through the activation of the strategy (KWLQ) and in light of the results of the study, the researcher made a number of recommendations, the most important of which is that specialists build training programs in the Department of Training and Educational Supervision by building educational programs in the Arabic language subject, which improves the use of the teaching method by integrating self-scheduling strategies in educational materials with students of the basic stage, in order to improve its procedures.