The Effect of the Active Thinking Model on Achievement and the Development of Effective Dialogue Skills among Second-Grade Intermediate Female Students in Social Studies

Abstract

The present study aimed to identify the effect of the Active Thinking Model on academic achievement and the development of effective dialogue skills among second-grade intermediate female students in Social Studies for the academic year 2024–2025.The study sample consisted of two groups: an experimental group comprising (43) students and a control group comprising (40) students. The researcher used an achievement test as a research instrument, consisting of (30) items of objective-type questions, in addition to an Effective Dialogue Skills Scale consisting of (21) items.The results of the study revealed a statistically significant difference in favor of the experimental group students who were taught according to the Active Thinking Model, compared with the control group students who were taught using the traditional method, in both the achievement test and the Effective Dialogue Skills Scale.