أثر التدريس بإستخدام استراتيجيات التعليم النشط على التحصيل العلمي لدى طلاب الصف الثاني الثانوي في مادة الفقه واتجاهاتهم نحوها
The purpose of the study is to identify the main following question: What is the effect of teaching by using active learning strategies on academic achievement at second secondary school students in the course of Islamic Jurisprudence and their attitudes towards it? The following questions have been derived from this question: 1) What is the effect of using the strategy of active learning in developing the general academic achievement at second secondary school students in the course of Islamic Jurisprudence? 2) Are there sta s cally significant differences at (0.05) level between the average responses of second secondary school students , the semi-experimental and the control groups, in the post application at Bloom Cognitive levels (remembrance, understanding, application, analysis, structure and evaluation) due to the difference of teaching strategy? 3) What is the effect of using the strategy of using active learning on developing the general attitude towards teaching by using active learning at second secondary school students? 4) Are there statistically significant differences at 0.05 level between the average responses of second secondary school students, semi-experimental group, before and after learning by the strategy of active learning at the scale of positive attitude, due to the diversity of students' attitudes? To answer the main questions and sub questions, the following steps have occurred: 1) The student has used the semi-experimental method, and then writing the theoretical background according to the questions of the study. 2) Creating the following tools’ instructor and learner guide, preparing achievement test and scale for attitude according to the tools of the study. 3) Applying tools of the study on its sample that consists of 25 students of the semi-experimental group and 25 students of the control group. Then, information has been analyzed via (SPSS). The study led to the following results: 1) There are statistically significant differences at 0.05 between the scores’ average of the semi-experimental and control groups, in the post comprehensive achievement test after controlling the pre achievement, in favor of the semi-experimental group. 2) There are statistically significant differences at 0.05 between the responses’ average of second secondary school students, the semi-experimental and control groups, in the post application after controlling the pre achievement, in favor of the semi-experimental group at Bloom cognitive levels (remembrance, understanding, application, analysis, structure and evaluation) due to the diversity of teaching strategy. 3) There are statistically significant differences at 0.05 between the scores averages of the semi-experimental group in the pre and post application of the scale of general attitude towards the strategy of active learning, after controlling the pre attitude, in favor of the post application. 4) There are statistically significant differences at 0.05 between the scores averages of the semi-experimental group in the pre and post application of the scale of positive attitude towards the strategy of active learning, after controlling the pre attitude, in favor of the post application. (Author’s abstract)