شبكة المعلومات العربية التربوية

The study aims at realizing the impact of the carrot and stick approach on the acquisition of fourth-year students/ literary branch in the subject of the Islamic education. To achieve this, the researchers intentionally selected Alghurtubi High School for Boys as a place of experiment. At randomly, they selected three sections: section c, the first experimental group whose total number of students is 34 taught according to the carrot approach, section b the second experimental group whose total number of students is 35 taught according to the stick approach, and section a, the controlling group whose total number of students is 32 students taught according the traditional approach. The researchers assessed the students of the three research groups statistically using one-way analysis of variance, and chi square in variables: (chronological age, and marks gained in Islamic education in the final exam for the previous academic year (2013-2014m), intelligence, and the academic education of parents). There were no significant statistically differences among the three groups in these variables. After the researchers identified scientific material to be taught to students of literary fourth grade, the they identified (98) behavioral targets, and prepared plans for teaching subjects to be taught during the duration of the experiment according to the carrot, the stick, and the traditional approaches. The researchers prepared and achievement test in Islamic education characterized by honesty, and consistency, composed of (30) items. The test was introduced to a group of specialists in education and psychology. The study came up with the following findings: 1) there is a statistically significant difference at the level (0.05) between the carrot approach and the traditional one in the acquisition of students for the benefit of carrot style. 2) There is a statistically significant difference at the level (0.05) between the stick approach and the traditional one in the acquisition of students for the benefit of the stick approach. 3) There is a statistically significant difference at the level (0.05) between the carrot approach and the stick one in the acquisition of students for the benefit of carrot approach. In light of the findings, the researchers recommended a number of recommendations including: 1) adoption the carrot approach in the teaching of Islamic education for the fourth-grade literary students. 2) Supervisors should focus on the importance of using the carrot approach during their field visits to teachers of Islamic education. Stages of study. (Published abstract)