أثر استخدام استراتيجية التفكير المزدوج في التحصيل الدراسي في تدريس كتاب التربية الإسلامية لدى طلبة الصف السابع الأساسي
This study aims in finding out the effect of using doublethink strategy in academic achievement on teaching Islamic Education subject for seventh grade students in Mafraq. The researcher used the semi-experimental approach to test his hypothesis. He prepared an achievement test consisting of (30) questions, after verifying the validity and reliability of this test. All schools that contain seventh grade in Mafraq were taken into consideration then two sections were systematically selected. Those sections were divided into two groups: experimental group 23 students that taught in doublethink strategy and control group 29 students that taught traditionally. The results showed that there were statistically significant differences at the level (α ≤ 0.05), the differences were in the results of students between the experimental and control groups in the level of Islamic education achievement of seventh grade students. The reason for this significant difference were due to the use of applying doublethink strategies with experimental group. Therefore, this study recommends using doublethink strategy in teaching Islamic education subject because of its effect in students achievement. (Author’s abstract)