The Impact of the Chicxent Model on the Acquisition of physics Material and the synthetic thinking skills of second-year high school students

Abstract

The aim of the present study is to investigate the effect of the Csikszentmihalyi Model on the achievement of second intermediate grade female students in Physics and on their synthetic thinking.:

To verify this, the researcher formulated the following two null hypotheses:

             
1- There is no statistically significant difference at the (0.05) level between the mean scores of the experimental group students who were taught using the Csikszentmihalyi Model and the mean scores of the control group students who were taught using the traditional method on the achievement test.

2- There is no statistically significant difference at the (0.05) level between the mean scores of the experimental group students who will study Physics according to the Csikszentmihalyi Model and the mean scores of the control group students who will study the same subject using the traditional method on the synthetic thinking test.

The study adopted an experimental approach with a two-group equivalent design. The sample consisted of 64 female students from the second intermediate grade at Al-Rahma Intermediate School for Girls/Al-Qadisiyah Education Directorate for the 2025-2026 academic year. They were randomly divided into two groups, an experimental group and a control group, each with 32 students. The groups were matched in age, intelligence, prior achievement, and synthetic thinking skills. The experimental group studied chapters six, seven, eight, and nine of the physics textbook according to the Chexent model for eight weeks, while the control group studied using the traditional method. The researcher used a 40-item achievement test and a 29-item synthetic thinking test, both with a reliability coefficient of 0.82. After administering the two instruments and statistically analyzing the results using SPSS and Excel, the results showed the experimental group's superiority in achievement and synthetic thinking, confirming the effectiveness of the Chexent model in teaching physics to second-year intermediate students.