أثر إنموذج أبلتون في تحصيل مادة علم الإجتماع والتفكير الناقد عند طالبات الصف الرابع الأدبي
The present study aims at identifying the impact of the Appleton Model on Fourth class literary branch secondary school female students achievement in sociology textbook. To achieve this aim, a partial control experimental design with an experimental – control groups and pre – post tests, with a selection of a random sample. A posttest has been prepared as well as a critical thinking scale has been constructed. A random sample has been selected from 4th class literary branch secondary school female students from Al-Nu᾽man secondary school for Girls at Al-Rusafah /1 General Directorate of Education during the academic year 2013 – 2014. The total number of the sample is 74 female students. After the exclusion of the repeaters , the total number becomes 71 distributed into 36 students participating in the experimental group who are taught by the Appleton Model, whereas 35 students has participated in the control group who are taught following the currently applied method. The two groups have been equalized in students age counted in months, the student᾽s scores in the first semester in sociology , IQ, the pretest of the critical thinking test, the pretest of the achievement test , and parents academic level . The equalization has been computed by either using T-test for two independent sample, or the chi – square . several other factors that brave been found to be of an effect on the dependent variable. The two groups have been taught by the researcher herself . The teaching material consists of three chapters selected from the prescribed textbook for fourth classes at the literary branch which is sociology during the academic year 2013 – 2014. Based on these three chapter, one – hundred behavioral objectives have been formulated in terms of four levels of Bloom᾽sTaxonomy . plus two sample of the teaching lesson plans have been achieved by exposing then on a number of jurors. Consequently, a posttest has been constructed to identify students᾽ achievement level in sociology. The posttest consists of 50 items. A critical thinking scale has also been constructed consisting of 45 items in its final version. At the end on a nine – week experiment, the two types of posttests have been applied on the two groups. By using T-test for two independent sample, results reveal that: 1) There are statically significant differences on a level of significance of 0.05 between the mean score of the experimental groups students who are taught by Appleton model, and that of the control group in the achievement posttest, in favor of the experimental group. 2) Three are statistically significant differences on a level of significance of 0.05 between the mean score of the experimental group students and that of the control group on the critical thinking posttest in the five skills namely conclusion, assumptions, differencing, interpretation and evaluation, in favor of the experimental group. In the light of the above results, suitable conclusions, recommendations, and suggestions for future studies have been put forward. (Published abstract)