The effect of imaginative writing strategy in developing creative thinking in third year secondary students in history
Abstract
The research aimed to identify (The effect of the imaginative writing strategy in developing creative thinking skills among third-year intermediate school students in history). The two researchers chose an experimental design with partial control, and two academic sections of the school were randomly selected, one of which was for the experimental group, section (B), with a ratio of (30) One female student, and the other was a control group, Division (A), with (30) female students. The two researchers conducted parity between the female students of the two research groups in several variables, namely (chronological age calculated in months, grades in the history subject for the previous academic year 2023-2024 AD, intelligence level, and the pre-creative thinking test). The two researchers relied on The Torrance test for creative thinking prepared by Khairallah (1981). The psychometric properties were extracted from the tool’s validity and reliability. The researchers used appropriate statistical methods, including the t-test for two independent samples to process the data. The results of the study showed the superiority of the experimental group in the creative thinking test over the control group. The researchers recommended With several recommendations, including relying on the imaginative writing strategy in teaching social subjects at different academic levels, and suggestions for future studies
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