The Effect of the Information Wedge Strategy on the Achievement of First-Year Intermediate Female Students in Social Studies and the Development of Their Analytical Thinking Skills"

Abstract

    The current research aims to investigate The Effect of the Information Wedge Strategy on the Achievement of First-Year Intermediate Female Students in Social Studies and the Development of Their Analytical Thinking Skill". To achieve this objective, the researcher adopted an experimental design with partial control.

The research population comprised all first-year intermediate female students in the Directorate of Education of Al-Suwaira District. The sample was randomly selected from Fatima Bint Asad Intermediate School for Girls, totaling )63( first-year intermediate female students distributed across two sections (each containing 30 students, after excluding repeating students). The researcher equated the two research groups in several variables, namely: chronological age calculated in months, intelligence test, parents' educational level, and the analytical thinking skills test.

The research instruments consisted of an achievement test comprising 40 multiple-choice items and an analytical thinking test comprising 24 multiple-choice items covering eight analytical skills.

After statistically processing the data, the researcher obtained the following results:

1.The superiority of the experimental group students, who were taught using the Information Wedge Strategy, over the control group students, who studied the same subject using the conventional method, in the achievement test.

2.The existence of a significant effect of the Information Wedge Strategy in developing analytical thinking skills in favor of the experimental group students.

In light of these findings, the researcher put forward a number of recommendations and suggestions