أثر استخدام استراتيجية التخيل الموجه في التحصيل لدى طلاب الصف السابع الأساسي في مبحث التربية الإسلامية في لواء الأغوار الشمالية
This study aimed to investigate the effect of using the guided imagination strategy on the seventh grade students’ achievement in the Islamic education subject in the Northern Jordan Valley Brigade. The researcher used the quasi-experimental method to confirm the hypothesis of the study, and the study instrument which consisted of an objective achievement test of the multiple-choice type was prepared. The verification of the instrument including its authenticity and reliability was confirmed. The study was applied to a sample of 60 students from the seventh students at Yarmouk Basic School for Boys. The school was selected by the intentional method where two sections were selected and assigned into two groups randomly; the first (30 students) was the control group which was taught in the usual way, while the second (30 students) was the experimental group which was taught using the strategy of guided imagination. The results showed that there were significant differences at the level of significance (α≤0.05) in the increase of the achievement of seventh graders in the Islamic education subject due to the teaching method (guided imagination strategy) and in favor of the experimental group. Considering the result of the study, the researcher recommended a number of recommendations, including the need to use the strategy of guided imagination in teaching the Islamic education subject, and urging those responsible for composing curricula to take activities that use Guided imagination in the subjects of study. (Author’s abstract)