The Effect of POSSE Strategy on the achievement of the students of the fifth scientific class and the development of their critical thinking in the Arabic grammar lesson in the Iraqi Schools

Abstract

The present research is aimed at investigating the effect of the strategy (POSSE) on achievement of the students of the fifth scientific class and the development of their critical thinking in the Arabic grammar lesson and comparing it with the traditional method. The research sample included 71 students who were classified into two groups: an experimental group (35 people) and a control group (36 people). Accordingly, 74 behavioral goals were compiled and lesson plans were prepared for both groups. Also, an academic test consisting of 30 multiple-choice questions and a critical thinking skills test including 30 questions were prepared. According to the statistical charts, the results of the study indicated the higher progress of the experimental group, which was trained with the strategy (POSSE), in comparison with the control group trained with the traditional method. The reason was that the students of the experimental group had the possibility to recover the data in the exams; and that was effective in raising their academic level. Moreover, the (POSSE) strategy, which was based on the principle of dialogue between students and the teacher, was helpful in organizing and classifying the students' skills.