شبكة المعلومات العربية التربوية

The paper aims at identifying the effect of mass numbering strategy in developing logical thinking among fourth intermediate stage female students/ scientific branch and their interests towards physics. The study is conducted on fourth intermediate stage female students - scientific branch in Alaamal High School for Girls in Diyala general directory of education in the academic year (2014-2015). The sample of study is deliberately selected. It comprises (48) female students that are randomly distributed into two equal groups; experimental and controlling. Research tools used are logical thinking test of 32 multiple choice items and scale of interests towards physics of 40 items that are set in concordance to Likert triple scale. Results showed that there is a statistically significant difference on the level of (0.05) in favor of the experimental group students who are taught according to the mass numbering strategy. They surmounted their peers in the controlling group who are taught according to the traditional method in developing logical thinking and intermediate towards physics. Moreover, it is proven that there is an association relation of statistical significance between logical thinking and the intermediate towards physics among students in the experimental group. (Published abstract)