Effectiveness of Imaginary Visual Spatial Approach to Teach Social and National Education Subject in Developing Deductive Thinking Skills of the Ninth Grade Students in Jordanian Schools

• Main Authors: Ali Abdelkareem Mohammad Al-Kassab, Saleh Moh'd Abu Jado
• Format: Article
• Language: Arabic
• Published: University of Science and Technology, Yemen 2019-12-01
• Series: المجلة الدولية لتطوير التفوق
• Subjects: the imaginary visual spatial approach; developing deductive thinking skills; social and national education subject
• Online Access: https://ust.edu/ojs/index.php/AJTD/article/view/1580/1451

The aim of the study was to identify the effectiveness of the spatial visual approach to teach the social and national education subject in the development of deductive thinking skills among the ninth grade students in Jordanian schools. In order to achieve the objective of the study, an experimental random sample consisting of (33) female students and a controlled sample consisting of (31) male students were chosen in the first semester of the school year (2017/2018). A multiple choice test consisting of (25) items was administered to the study sample. The means, standard deviations and multivariate analysis test were used to analyze the data. The results showed that the modified mean of the experimental group was in favor of the dimensions of the deductive thinking skills test; when calculating the( η2) square of the variance after the deductive reasoning of the of inductive and deductive thinking skills test between the two groups it was in favor of the teaching method used in the study. When calculating the modified mean of the experimental group on the deductive thinking skills test and in order to identify effect of the volume, ETA (η2) was calculated as the effect of the linguistic intelligence test, i.e. the difference in the inductive thinking skills test between the two groups was due to the teaching method by using the imaginary visual spatial introduction in favor of female students. The study recommended that it is necessary to focus on developing the inductive, deductive and inferential thinking skills in teaching social education issues.