The impact of employing the realistic model on the academic achievement of history subject and the development of critical thinking among the literary fifth-grade female students

Abstract

The research aims at studying the impact of employing the realistic model in the academic achievement of history subject and the development of critical thinking among fifth-grade literary female students. The research was applied to the research sample adopting the experimental approach with the post-test of achievement, pre and post-test for critical thinking, where the sample was divided into an experimental group (30 female students) using the realistic model and a control group (30 female students) using the standard method. After conducting equivalence between the two groups in (chronological age, intelligence, the criterion of pre-critical thinking, and the grades of students in the history subject for the fourth grade of middle school) the scientific material represented in the first and second semesters of the subject to be taught to fifth-grade literary students at the Ministry of Education was determined.The behavioral purposes were extracted, preparing therequired plans, and students were taught according to their steps.After applying the experiment and applying the two research tools, the following results were reached:

1- There is a statistically significant difference at the level of (0.05) in achievement in favor of the experimental group.

2- There is a difference of statistical significance at the level (0.05) between the mean scores of the two groups in developing critical thinking in favor of the experimental group.