أثر استخدام العروض التّقديميّة التّفاعليّة في تنمية مهارات التّفكير النّاقد لدى طالبات الصّفّ العاشر في مادّة الثّقافة الماليّة
The current study aims to identify the effect of using interactive presentations on developing critical thinking skills for tenth grade students in financial culture, where the quasi-experimental approach was adopted, and the study sample was limited to (60) tenth grade students who study in private schools affiliated with the Marka District in the capital, Amman, for the academic year 2021-2022, and the sample was chosen intentionally. To accomplish the goal that was defined for the study, a tool was developed to measure “critical thinking skills” in students, and its validity and reliability were confirmed. The results of the study showed that there were statistically significant differences at the level of significance (α ≤ 0.05) between the “normal” on the one hand and “Classpoint and Nearpod” on the other hand. The differences were in favor of Classpoint and Nearpod in knowing the assumptions, induction, and conclusion, as it was found that there are significant differences Statistical at the level of significance (α ≤ 0.05) between Classpoint on the one hand and Nearpod, and normal on the other hand, and the differences came in favor of Classpoint in the interpretation. Based on the results, the following recommendations were made to us: Training and qualifying teachers to use and produce interactive presentations in the service of the education process, and working to integrate interactive presentations into different educational environments, and this integration is not limited to e-learning environments only. (Author’s abstract)