Tag Archives: positive thinking

The Effect of Teaching the Art of Decoration According to the Habits of the Mind on Developing Positive Thinking Skills and Achievement Among Sixth Grade Students in the State of Kuwait (Published)

This study aimed to investigate the effect of teaching the art of decoration according to the habits of the mind on developing positive thinking skills and achievement among sixth grade students in the State of Kuwait. The study followed the quasi-experimental approach. In order to achieve the objectives of the study, a test consisting of (12) essay questions were prepared to measure the positive thinking skills of the sample members. A test was also prepared to measure the achievement of the sample members consisting of (20) objective questions. The study was applied to a sample of (48) students in “Ibn Zahr Al-Andalusi” School in Mubarak Al-Kabeer Governorate, and they were randomly assigned to two groups. Experimental and its members (25) students, control and its members (23) students. The study found a statistically significant effect of teaching using habits of mind in developing positive thinking skills and achievement among the members of the experimental group.

 

Citation: Adnan Said Ahmad AL-Husaini (2021) The Effect of Teaching the Art of Decoration According to the Habits of the Mind on Developing Positive Thinking Skills and Achievement Among Sixth Grade Students in the State of Kuwait, International Journal of Education, Learning and Development, Vol. 9, No.1, pp.42-54

Keywords: Achievement, art of decoration, habits of mind, positive thinking

The effect of cooperative learning strategy on developing positive thinking for sixth graders in the southern region (Published)

The study aimed to build a cooperative learning program and measure its effect on developing positive thinking for sixth-grade students in the Southern Ghour region. The study members were randomly chosen from the sixth grade students in the southern Jordan Valley orbit. The number of study personnel reached (70) students, and the sample was divided To two groups: control, and experimental, distributed on (17) students of the control group in pre and post measurement, (17) students of the control group in pre and post measurement, (13) students of the experimental group in pre and post measurement, and (23) students of the group Experimental in pre and post measurement.The scale of positive thinking was distributed to verify the significance of honesty and consistency, and to build a cooperative learning strategies program in (20) session sessions (45 minutes) and the program was applied to the experimental group with (4) sessions for female students and (4) sessions for students. The program lasted five weeks. After completing the application of the program, a dimensional measurement was made for the control and experimental groups. The results of the study showed that there were no statistically significant differences at the level of significance (α ≤0.05) between the average score of the sixth primary students in the experimental group and the control group in the post-positive thinking test due to the use of the training program for cooperative learning and the absence of statistically significant differences on the level of significance (α ≤0.05) in developing dimensional positive thinking attributable to the interaction of program and gender variables

Keywords: Cooperative learning, positive thinking, southern region