أثر استراتيجية البنتاكرام في اكتساب المفاهيم النفسية عند طلاب الصف الخامس الأدبي
This study aims at knowing the effect of Pentagram strategy on the acquisition of psychological and educational concepts of fifth literary grade students and developing their analytical thinking. To achieve this, aim the researcher has proposed these following hypotheses: the hypothesis states that there is no statistically significant difference at the level of 0.05 between the mean scores of the experimental group who is taught by pentagram and the control group who is taught by the prescribed method in post analytical thinking test. In order to verify these hypotheses, the experiment starts in the first academic term during the academic year (2022-2023). The experimental design for two equivalent groups which are experimental and control groups is chosen. The study is limited to fifth literary grade students who are studying at Khalid Ibn Alwaleed Preparatory School in Salahalden governorate. The sample is selected intentionally so section A will be the experimental group and consists of (28) students and section B will be the controlling group and consists of (27) students. The total sample is (55) students. The two groups are equivalent according to the following variables: intelligence quotient, students' age, academic achievement for parents, pre-post analytical thinking test, scores of previous schooling year. It is found that there is no statistically significant difference between the mean scores of experimental and control groups at (0.05) level of significance. The researcher formulates 79 behavioral objectives and constructs 14 lesson plans. The researcher concludes that: 1) The Pentagram strategy is applicable in teaching Philosophy and Psychology for fifth preparatory grade. 2) The Pentagram strategy is effective in developing analytical thinking and skills of fifth literary grade. (Published abstract)