شبكة المعلومات العربية التربوية

This study aimed at measuring the effect of using the open class model in developing communication and imagination skills among the fourth graders in social and national education in Jordan. The quasi – experimental design was used by applying pre – and – post test. Participants of the study consisted of fourth gradersat Ateka Bint Abduimottalib school , the academic year 2017/2018. The participants were randomly divided in to two groups: section (A) of (45) female students as the control group, and section (B) of (45) female students as the experimental group. Two instruments were developed to collect data, the first one was developed to measure the communication skills, and the second one was a test to measure the development of imagination skills after verifying validity and reliability. The results of the data analysis revealed that there was a statistically significant difference in the general averages of the female students' grades applying the test of the development of communication skills in the two groups which came in favor of the experimental group as the general average was (21.91) while the general average of the control group was (14.02), applying the test of the development of imagination skills it has also shown a statistically significant difference in the general averages of the female students' grades between the two groups which came in favor of the experimental group as the general average was (21.78) while the general average of the control group was (21.53). In the light of these results, some recommendations were formulated, most important of which was to conduct training workshops by educational supervisors to increase interest in teaching models, which in turn will have positive effect of mating students the focus of the educational process through achier participation of the students in discussion and inquiry, with training them to propose solutions though working on open class strategies in teaching social and national education altogether with the rest of curriculum. (Published Abstract)