فاعلية استراتيجية قائمة على الذكاء الثلاثي في التحصيل وتنمية مهارات التفكير التنسيقي لدى طالبات الصف الرابع الادبي في مادة التاريخ

Abstract

The current research aims to identify the effectiveness of a strategy based on triarchic intelligence in achievement and in developing coordinated thinking skills among fourth-year literary female students in the subject of history. To achieve the research objective, the researcher formulated two null hypotheses. A quasi-experimental design was adopted, with a research sample of (61) female students (30) representing the experimental group and (31) representing the control group. Statistical equivalence was established between the two groups in several variables. The researcher prepared (125) behavioral objectives within the cognitive domain and designed instructional plans for the specified topics. The experiment lasted for ten weeks. After completing the experiment, the researcher applied an achievement test consisting of (50) items and a coordinated thinking scale consisting of (44) items, after verifying their validity and reliability. Appropriate statistical methods were used, including the t-test for data analysis. The results revealed that the students of the experimental group, who studied history using the triarchic intelligence strategy, outperformed the control group, who studied the same material using the traditional method. In light of these results, the researcher recommended adopting the triarchic intelligence strategy in teaching due to its positive effect on increasing achievement and developing coordinated thinking. To complement this research, the researcher suggested conducting similar studies to explore the effect of the triarchic intelligence strategy on achievement and coordinated thinking in history among other grade levels.