فاعلية استراتيجية قائمة على تكامل المعلومات المجزأة (المهام التعاونية) في تنمية الأداء المهاري والتفكير عالي الرتبة لدى طلبة المرحلة المتوسطة
The research aimed to explore the effectiveness of a strategy based on the integration of fragmented information (cooperative tasks) in enhancing both skill performance and higher-order thinking among middle school students. The study employed an experimental design, specifically a quasi experimental design to accomplish the research purpose. The research sample consisted of 56 middle school female students. The research instruments included a skill performance observation checklist and a higher-order thinking assessment card. The findings revealed the effectiveness of the strategy based on the integration of fragmented information (cooperative tasks) in developing skill performance and higher-order thinking among middle school students. The research recommended the adoption of strategies grounded in social constructivist theory, including the integration of fragmented information (cooperative tasks), to foster skill performance and higher-order thinking among middle school students. (Published abstract)