Enhancing Academic Achievement and Divergent Thinking Through Peer Teaching Strategies in Fifth grade students in English
DOI:
https://doi.org/10.32792/tqartj.v1i53.895Keywords:
Peer Teaching, Reciprocal Teaching, Divergent Thinking, Academic AchievementAbstract
Abstract
The present study was restricted to the academic grade of the Thi-Qar school (the fifth grade) morning schools in 2025-2026. The experiment was practiced in the first semester. The data were statistically analyzed using two independent samples. In light of this, research-related proposals on the outcomes of the research. It concerns the two null hypotheses: 1. The average scores of the students did not differ statistically at the 0.05 level. The achievement test involved the experimental group, which learned the Exchange teaching strategy, and the control group, which learned the achievement test in the usual manner. 2. The average scores of the students in the experimental group who studied the Exchange teaching strategy and the control group who studied in the regular manner of divergent thinking did not reveal any statistically significant difference at the level of significance (0.05).
مستخلص
اقتصرت هذه الدراسة على طلاب الصف الخامس في مدارس ذي قار الصباحية للعام الدراسي 2025-2026. أُجريت التجربة خلال الفصل الدراسي الأول. وتم تحليل البيانات إحصائيًا باستخدام عينتين مستقلتين. وبناءً على ذلك، تم اقتراح نتائج البحث، وتحديدًا فرضيتين صفريتين: 1. لم تكن متوسطات درجات الطلاب مختلفة إحصائيًا عند مستوى دلالة (0.05). شمل اختبار التحصيل الدراسي مجموعتين: المجموعة التجريبية التي تعلمت استراتيجية التدريس التفاعلي، والمجموعة الضابطة التي تعلمت الاختبار بالطريقة التقليدية. ٢. لم تُظهر متوسطات درجات الطلاب في المجموعة التجريبية التي درست استراتيجية التدريس التبادلي، والمجموعة الضابطة التي درست بالطريقة التقليدية للتفكير التبايني، أي فرق ذي دلالة إحصائية عند مستوى الدلالة (٠.٠٥)
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