Al-Fatih journal

The present research aims at identifying the effect of the cognitive conflict strategy on the acquisition of physical concepts among second-year intermediate students. In light of the research objective, the following null hypothesis was formulated: (There is no statistically significant difference in the average scores at the level of significance (0.05) between the experimental group students who will study Physics according to the cognitive contrast strategy and the control group students who will study the same subject following the usual way in testing the acquiring physical concepts prepared for the purposes of this research).
Since this research includes an independent variable (cognitive conflict strategy) and a dependent variable (acquisition of physical concepts), the researcher used an experimental design with partial control for two equal groups, one experimental and the other control.
Equivalence was conducted between the students of the two research groups with the following variables: (students’ chronological age in months, mid-year grades for physics, previous knowledge test, Daniels intelligence test). In the second semester of the academic year (2023-2024) the researcher determined the academic material that will be studied during the experiment which are the two units. They include: (Chapter Three: Work, Power, and Energy, Chapter Four: Work and Machines), while the third unit: Sound and Light include: (Chapter Five: Wave motion and sound, Chapter Six: Light) from the physics textbook. For the second intermediate grade, the researcher formulated behavioral objectives for the topics that he would teach. There were (103) behavioral objectives according to Bloom’s levels (remembering, understanding, application, analysis).
The researcher prepared (48) daily plans for teaching the two research groups and presented a model to a group of arbitrators to determine their suitability for the second-year intermediate students. To achieve the research goal, the researcher prepared the research tool:
Test for the acquisition of physical concepts: It consists of (54) objective items with four alternatives. Its apparent validity was extracted by exposing it to a jury of experts.
Content validity was also extracted in light of the test’s conformity to the content which was examined. The coefficient of excellence, the coefficient of difficulty, and the effectiveness of the incorrect alternatives were also calculated. For each item of the test, it was using appropriate statistical methods, reliability was extracted using two split-half methods and Kuder-Richardson 20.
After analyzing the results statistically using a t-test for two independent samples (to test the acquisition of physical concepts), the results showed the superiority of the experimental group that studied with the cognitive conflict strategy over the control group that followed the usual way in testing the acquisition of physical concepts. In light of the research results, the researcher concluded some recommendations and proposals that were mentioned in Chapter Four.

The current research aims to (build a proposed guidance program using a self-control method in developing self-schemas among university students). The literature and previous studies dealing with self-schemas were reviewed, and the results of the research led to the preparation of a self-schemas scale consisting of (30) items, after verifying the psychometric properties. For the purposes of the study, the researchers designed a proposed counseling program based on the self-control counseling method, which consists of (12) sessions, two sessions per week, with a session duration of (60) minutes. The data was processed using the (SPSS) program and a number of statistical methods. The researchers achieved the goal of researching and arriving at results in building a proposed guidance program using the (self-control) method in developing self-plans among university students. Based on the results, the study came out with a number of conclusions, recommendations and proposals.

The current research aims to know (the effect of the guidance program using the stress immunization method in reducing professional burnout among teachers). The research community is defined as teachers of government (intermediate and preparatory) schools for morning studies in the Yathrib Education Department, affiliated with the General Directorate of Education in Salah al-Din Governorate - for the academic year (2023-2024 AD). The sample for the statistical analysis of the professional burnout scale amounted to (400) teachers who were selected using the stratified random method. The sample of the guidance program amounted to (20) teachers who were intentionally selected. The researchers adopted the professional burnout scale prepared by (Jassim, 2021 AD) consisting of (22) paragraphs. Then the psychometric properties of the scale were verified, and the researchers designed a guidance program according to the guidance method (immunization against stress) based on Meichenbaum's cognitive behavior modification theory. The guidance program consisted of (14) guidance sessions in which the researchers used a set of appropriate statistical methods to process the research data. At the end of the study, the researchers concluded that the program had proven its effect in reducing professional burnout among teachers. In light of the results, the researchers came up with a number of recommendations and proposals.

The current study aims to understand the "impact of a counseling program based on the self-regulation method in developing social motivation among university students" by testing the following hypothesis "
1. There are no statistically significant differences at the 0.05 level between the mean ranks of the scores of the experimental group (self-regulation) in the pre- and post-tests on the affiliation motivation scale.
2. There are no statistically significant differences at the 0.05 level between the mean ranks of the scores of the control group in the pre- and post-tests on the affiliation motivation scale.
3-There are no statistically significant differences at the 0.05 level between the mean ranks of the scores of the individuals in the experimental and control groups in the post-test on the affiliation motivation scale.
The researchers developed a social motivation scale consisting of 30 items, based on Murray's theory (1938). The researchers extracted the statistical properties (discrimination – correlation) and found that all the items on the scale had statistically significant discrimination and correlation. The validity and reliability of the scale were confirmed, with a reliability coefficient of 0.83 using the test-retest method and 0.79 using Cronbach's alpha method. The scale settled on 30 items.
The researcher designed and implemented a counseling program based on Bandura's theory on a sample of 10 students as an experimental group. The results showed statistically significant differences between the experimental and control groups in the post-test, favoring the experimental group.

The current research aims to identify (the effect of the Place Mat strategy and flipped learning on developing reflective thinking among fifth-year literary stream students in the subject of history). To achieve the research goal, the researcher formulated several hypotheses. The research paper was limited to fourth-year literary students in daytime secondary and preparatory schools for boys in the central area of the Directorate of Education in Diyala province. Given the requirements of this study, one school was selected from preparatory schools in the city center of Baqubah, specifically boys' schools, with at least three fourth-grade classes. Diyala Preparatory School in the center of Baqubah was selected as the research sample. The researcher ensured equivalence between the research groups. The results showed no statistically significant differences between the first experimental group, which used the Place Mat strategy, and the second experimental group, which used the flipped learning strategy. Both experimental groups outperformed the control group. Based on the findings, the researcher reached the following conclusions:
1- Teaching using new strategies helped the experimental groups to outperform the control group.
2- The flipped learning strategy provided students with an opportunity to review lessons and follow them independently through modern strategies, allowing students to organize their time according to their needs, whether at home or in the classroom.
Research Recommendations:
1- Integrating the Place Mat strategy into educational curricula.
2- Adopting the flipped learning strategy for teaching other subjects in schools or universities.
Suggestions for Future Research:
1- Conducting studies on the Place Mat strategy and flipped learning in other variables such as academic achievement and different types of thinking.
2- Conducting studies on the Place Mat strategy and flipped learning at different educational stages.

The present research aims to investigate the impact of the Flower Diagram Strategy on the academic achievement in social studies among first intermediate grade female students. To achieve this goal, the researcher formulated the following hypothesis:
There are no statistically significant differences at the level of (0.05) between the average scores of the experimental group students, who study social studies using the Flower Diagram Strategy, and the average scores of control group students, who study the same material using traditional methods, in the post-achievement test.
The sample of the research consisted of first intermediate grade female students from public daytime intermediate schools for girls affiliated with the General Directorate of Education in Diyala Province. The researcher intentionally selected Maria Al-Qibtiyya Middle School as the research sample. The school had two sections, and randomly, Section A was chosen to represent the experimental group, while Section B represented the control group. The total research sample consisted of 68 students, with 35 in the experimental group and 34 in the control group.
The researcher ensured the equivalence between the two groups by matching variables such as IQ test scores, previous year's social studies grades, chronological age (in months), and the educational attainment of the parents. A quasi-experimental design with partial control was employed. The material covered in the study included the first three chapters of the social studies textbook for first intermediate grade.
The researcher formulated 80 behavioral objectives based on the first four levels of Bloom's taxonomy, with input from experts and specialists in history teaching methods. A table of specifications was also prepared to ensure a fair distribution of test items and behavioral objectives across the content of the experiment. The content validity was verified, and psychometric properties such as item difficulty, discrimination index, and the effectiveness of distractors were extracted. The researcher used the following statistical methods to analyze the cognitive domain (knowledge, understanding, application, analysis). The research tool was a multiple-choice test consisting of 40 items, prepared according to Bloom's taxonomy levels. To verify the tool's validity, the test items were presented to a panel of experts. The results were analyzed using the Statistical Package for the Social Sciences (SPSS), Chi-square, item difficulty, and discrimination indices. Statistical analysis of the results revealed that the experimental group students, who were taught using the Flower Diagram Strategy, outperformed the control group students, who were taught using traditional methods. Based on these results, the researcher concluded several key findings, including:
1- The use of the Flower Diagram Strategy had a positive effect on increasing student participation during the presentation of social studies material by the teacher.
2- The use of the Flower Diagram Strategy heightened the students' excitement for history lessons, making the lessons more engaging.
3- There was a clear interest among first intermediate grade students in adopting modern teaching strategies like the Flower Diagram Strategy due to its significant role in encouraging positive student participation during the lesson.
Based on these findings, the researcher proposed several recommendations, including:
1- Organizing seminars and workshops on the importance of using the Flower Diagram in teaching history, its application methods, and its benefits.
To further explore the current research, the researcher suggested several future studies, including:
1- Conducting research on the impact of the Flower Diagram Strategy on other variables, such as thinking processes, attitudes towards the subject, motivation, and the transfer of learning, to determine its effect on these variables.

The aim of the present research is to identify strategic intelligence and its relationship to professional performance among faculty members at the College of Education for Human Sciences. The researcher utilized the strategic intelligence scale, which consists of (42) items, and the professional performance scale, which consists of (53) items. The results were extracted using appropriate statistical means, and the sample amounted to the research included (55) individuals, and the following results were achieved:
1- Faculty members possess strategic intelligence at a level higher than the hypothesized average of the scale.
2- Faculty members’ professional performance is at a higher level than the hypothesized average of the scale.
3- There is a direct correlation between strategic intelligence and professional performance among the research sample, as the value of the correlation coefficient reached (0.515).

The research aims to identify:
1. Positive Motivations for Proactive Interface among secondary school students.
2. Significance of statistical differences in Positive Motivations for Proactive Interface among secondary school students according to gender variables (males - females).
3. Influential personality among secondary school students.
4. Significance of statistical differences in influential personality among secondary school students according to gender variables (males - females).
5. Correlational relationship between Positive Motivations for Proactive Interface and influential personality among secondary school students.
To achieve the study objectives, the researcher developed a scale of positive motivations for proactive confrontation according to Greenglass theory (Greenglass, 2002). The scale included (14) items, and the validity and reliability of the scale were verified by retesting, and the reliability coefficient reached (0.84). In addition influential personality scale was adopted according to Martins’ theory (Martins, 2019) , which contained (25) items, and the apparent validity and reliability of the scale were verified by retesting, and the reliability coefficient reached (0.89).The two scales were presented to a group of arbitrators. The study sample consisted of (400) students. The following statistical methods were used : T-test for one sample, T-test for two independent samples, Pearson correlation coefficient, and using the statistical package (SPSS). The study results showed that there are positive motivations for proactive confrontation, and there are simple statistically significant differences in favor of males. They also have an influential personality and there are no statistically significant differences depending on the gender variable (males - females). Additionally, there is also a correlation between the two variables. The study came out with some suggestions and recommendations.

This research aims to build a scale to analyze Arabic language books for the preparatory stage according to the criteria of text linguistics. To achieve the research objective, the researchers adopted the descriptive approach. The research tool was a questionnaire that included seven criteria for text linguistics prepared by the researchers after referring to the literature, studies, and specialized sources in text linguistics.
The validity of the tool was verified by a panel of experts specialized in the Arabic language and its teaching methods. It included three main areas (the field of text structure - the field of the product and the recipient - the field of the context surrounding the text) and twenty sub-criteria, and twenty-seven indicators. The criteria that the researchers adopted in building the scale are (consistency, harmony, intentionality, receptivity, information, situationality and intertextuality). After statistically processing the questionnaire, the researchers reached the research results represented by building the scale

The research aims to investigate the effect of the clustering strategy on the acquisition of scientific concepts among fifth-grade primary school students. Considering the research aim, the researcher formulated the following null hypothesis: “There is no statistically significant difference at the level of significance (0.05) between the average grades of the students in the experimental group who will study according to the clustering strategy and the average grades of the control group students who will study according to the usual method in testing the acquisition of scientific concepts.” An experimental design with partial control was chosen for two groups, one experimental and the other control group with a post-test for the acquisition of scientific concepts. To achieve the goal of the research, the researcher intentionally chose the Al-Siraj Al-Munir Mixed School located in the center of Baqubah district. The number of students in the experimental group was (21) male and female students, and the number of students in the control group was (20) male and female students.
To achieve the research aim, the researcher prepared a test for acquiring scientific concepts consisting of (24) test items, in the form of multiple-choice questions with four alternatives. The validity and reliability of the test were verified, and its psychometric properties were extracted. The results indicated that the experimental group, which studied using the cluster strategy, outperformed the control group, which studied using the conventional method, in the test for acquiring scientific concepts. Based on the research findings, the researcher formulated a set of conclusions, recommendations, and suggestions, which were detailed in Chapter Four .

The current research aims to identify (The effect of thought suppression strategy on acquisition of grammatical concepts among second-grade intermediate female students in Arabic grammar) by confirming the following null hypothesis:
“There is no statistically significant difference at a significance level of (0.05) between the average scores of the experimental group students who study Arabic grammar following thought suppression strategy and the average scores of the control group students who study Arabic grammar using the traditional method in the grammatical concepts acquisition test”. The two researchers followed the experimental method with partial control containing of an experimental group and a control group, and by using (the t-test, chi-square, difficulty coefficient, discrimination coefficient, and effectiveness of wrong alternatives). It was found that teaching according to the strategy of "thought suppression" has increased the acquisition of grammatical concepts among second-grade intermediate female students in the subject of Arabic grammar compared to the traditional method. The two researchers proposed several suggestions, including conducting a similar study to the current one in other subjects such as expression, rhetoric, literature, and texts, and on both genders.

The present research aims to identify the effect of the O'Reilly strategy on the acquisition of grammatical concepts among fifth-grade female students in Arabic grammar. Therefore, the researchers hypothesized the following null hypothesis: There are no statistically significant differences between the experimental group receiving instruction using the O'Reilly strategy and the control group following instruction using the traditional method on acquiring grammatical concepts in the post-test.
The sample of the study consisted of (74) fifth grade female secondary school students, selected intentionally from Um Habiba School affiliated with the Diyala Education Directorate. The sample was randomly divided into two groups: an experimental group that comprising of (37) female students and a control group consisting of (37) students. The researchers conducted equivalence for the two groups on several variables, including the academic achievement from the previous year in the subject of Arabic language. The researchers prepared a post-test for grammatical concepts consisting of (42) items. After verifying the validity and reliability of the test, and upon collecting and statistically analyzing the research data using statistical methods for data analysis including Chi-square, t-test, and Pearson correlation coefficient, and the results showed the superiority of the experimental group over the control group. The researchers concluded that:
1. Promoting learning of the Arabic language, stimulating oral communication, and enhancing understanding and higher order thinking among students.
2. Enhancing students’ linguistic abilities, especially listening and speaking.
The two researchers recommended the following:
1. Teachers must create a positive and supportive learning environment that encourages positive thinking and enhances self-confidence among female students.
2. Organizing workshops and additional educational activities: It is proposed to organize workshops and additional educational activities aimed at applying the strategy in practice and increasing students’ understanding of grammatical concepts through interaction and cooperation with each other.

This research entitled “The Impact of the Dual Strategy of Analysis and Synthesis on Acquiring Rhetorical Concepts among Fourth-Year Scientific Preparatory Students”, aims to investigate the effects of this strategy. To achieve the research objective, the researcher formulated a single null hypothesis. The researcher employed a quasi-experimental design with two groups: an experimental group and a control group. The researcher identified the relevant concepts within the topics based on the Arabic language textbooks (parts one and two) for the academic year 2023–2024. A final test to measure the acquisition of rhetorical concepts was prepared, consisting of 24 items of multiple-choice and matching types. This test was administered to a pilot sample of 30 students, while the statistical analysis sample consisted of 100 students to determine the psychometric properties of the test.
The researcher formulated 81 behavioral objectives for the defined concepts, which were included in the research plan. Suitable lesson plans were developed for the selected topics, and a sample lesson plan was presented to expert reviewers for validation, which they approved.
The researcher intentionally chose Jamal Abdul Nasser Intermediate School in Baqubah District for the experiment. The research sample consisted of 68 students, divided equally between two groups: an experimental group (34 students) and a control group (34 students). The researcher controlled for certain variables between the two groups. Statistical analysis was conducted using SPSS 21. The results showed the following:
1. The students in the experimental group outperformed the students in the control group in acquiring rhetorical concepts.
Based on these results, the researcher concluded the following:
1. Teaching using the dual strategy of analysis and synthesis facilitates and aids in the construction of new knowledge for acquiring rhetorical concepts by analyzing prior information.
Based on the findings, the researcher made the following recommendations:
1. Adopting the dual strategy of analysis and synthesis to develop certain literary and cognitive skills among fourth-year scientific preparatory students.
Finally, the researcher suggested the following:
1. Conducting a similar study in the subjects of literature or prosody.

Reading comprehension is a method of acquiring knowledge and interacting with learners, and it can be enhanced and developed through training and permanent practice.
Consequently, this research aims to find out the effectiveness of the ice-breaking strategy in reading comprehension among second-grade intermediate female students in the subject of reading and texts. To complete this objective, the researcher adopted an experimental method for the study, and she randomly selected a sample of 60 students, 30 students in the experimental group and 30 students in the control group. Before commencing the experiment, the researcher ensured that the two groups were statistically equivalent.
The researcher selected the research tool (reading comprehension test) according to the comprehension skills appropriate for the intermediate curriculum, which included: literal comprehension, inferential comprehension, contextual comprehension, and aesthetic comprehension. The test included 24 objective items, with three multiple-choice questions, rearrangement, and completion formats, relying on the reading text "Thoughts Sent in the Blue Spring" to develop the test according to reading comprehension skills. Then, the researcher extracted its validity and reliability.
Subsequently, the researcher analyzed the results based on the first hypothesis, which states that the experimental group students who studied the reading and texts subject using the ice-breaking strategy were better than the control group students who studied the same subject using traditional methods in the reading comprehension test. To achieve a more accurate conclusion confirming that the ice-breaking strategy has a significant impact on the students' performance in the post-test, the researcher used the t-test for related samples, considering the comparison was between the experimental group’s pre-test and post-test scores. The results showed a statistically significant difference in favor of the students who were exposed to the breaking strategy. That means the ice-breaking strategy has a significant effect on improving the reading comprehension of the students. Considering the results, the researcher drew several conclusions, recommendations, and suggestions.

The current study aims to identify (The Impact of employing the Concepts and Values of Jar Strategy in Developing Reading Comprehension among First Grade Intermediate Female Students in the Arabic Language Subject), to achieve the research aims the two researchers formulated the following null hypotheses:
1. There is no statistically significant difference at the level of significance (0.05), between the average achievement scores of experimental group female students who study reading and texts using the Concepts and Values Jar Strategy and the mean scores of students in the control group who are taught reading and texts using the standard method on the Reading Comprehension Development post-test.
2. There is no statistically significant difference at the significance level (0.05) between the average scores of the female students of the experimental group who study reading topics and texts with the concepts and values jar strategy in the reading comprehension development test (pre and post).
3. There is no statistically significant difference at the significance level (0.05) between the average scores of the female students of the control group who study reading topics and texts in the usual way in the reading comprehension development test (pre and post).
The research sample consisted of (64) female students from the first intermediate grade, there were (32) students in the experimental group and (32) students in the control group,
That sample was selected randomly from Hawazen Intermediate School for Girls at District of Baqubah / Governorate of Diyala for the academic year (2023-2024). The reading topics and texts in the experimental group were taught with Concepts and Values Jar Strategy, and the reading topics and texts in the control group were taught using the usual method.
The two researchers compared the two research groups based on (academic achievement in the subject of Arabic language for sixth-grade students, the chronological age of the students calculated in months, the Danliz intelligence test, the academic achievement of fathers, the academic achievement of mothers, and the pre-reading comprehension test. After determining the scientific material, which included (7) seven topics from the Arabic language textbook designated for teaching first-year intermediate students for the academic year (2023-2024), sixth edition.
The researchers formulated specific behavioral objectives, totaling (98) behavioral objectives. They prepared (14) model teaching plans, and presented two models of the plans to experts and evaluators. The researchers developed a test to enhance reading comprehension, which included two questions: the first one consisted of the multiple-choice type, and the second was an essay question with a restricted response. They verified the psychometric properties of the test items, which included the difficulty index of the objective items, the effectiveness of the false alternatives, and the coefficient of paragraph discrimination.
The researchers formulated special behavioral objectives about (98) behavioral objectives, and prepared (14) model teaching plans, and presented two models of plans to experts and arbitrators. Then verified the psychometric properties of the test items, namely the difficulty coefficient of the objective items, the effectiveness of false alternatives, and the coefficient of paragraph discrimination.
One of the researchers conducted the experiment from 18/2/2024 to 30/4/2024. After collecting, correcting, and statistically analyzing the data, the results showed that the experimental group outperformed the control group in reading comprehension. The researchers concluded several findings, including that the concept and value jar strategy is effective in expressing opinions and discussing the posed questions among the students. They recommended several suggestions, including the necessity of adopting the concept and value jar strategy in teaching reading and texts. They also proposed several recommendations, including:
1.Conducting a similar study based on the gender variable.
2. Conducting a similar study in other branches of the Arabic language (rhetoric, literature) and at different educational levels

The research aims at identifying the awareness of biology teachers about utilizing the aesthetic approach in teaching biology from their perspective. The research was conducted during the academic year (2023-2024). The research sample was limited to 38 male and female teachers in secondary schools in Baqubah District, Diyala Governorate. To achieve the research objective, the two researchers used the descriptive approach in addition to the questionnaire tool to collect data, which consisted of (36) items distributed over six areas. Then the data was collected and statistically analyzed to reach the results. One of the most significant outcomes that were got is that the field of teaching technology came in first place with a weighted average of (2.83) and a percentage weight of (94.55%) in terms of biology teachers’ awareness of employing the aesthetic approach in teaching. As for the content field, it came in last place with a weighted average of (2.64) and a percentage weight of (88.16%). According to the results, the two researchers suggested the necessity of adopting the aesthetic approach in biology curricula in all its educational features and educational applications, including its foundations, objectives, methods, activities, and teaching and evaluation strategies. Furthermore, the two researchers highlight the importance of directing the attention of secondary school teachers to the significance of using the aesthetic approach in teaching biology as it contributes to motivating students and making them more interactive during the learning process.

The present research aims at identifying (hybrid thinking and its relationship to academic achievement among students of the Department of History at the University of Diyala).
The present research aims at identifying:
1. Hybrid thinking level among students of the Department of History at the College of Education for Human Sciences at the University of Diyala depending on the gender variable (males - females).
2. The significance of the differences in the average hybrid thinking among students of the Department of History at the College of Education for Human Sciences at the University of Diyala according to the gender variable (males - females).
3. Academic achievement level among students of the Department of History at the College of Education for Human Sciences at the University of Diyala according to the gender variable (males - females).
4. The statistical significance of the correlation between hybrid thinking and academic achievement among students of the Department of History at the College of Education for Human Sciences at the University of Diyala depending on the gender variable (males - females).
The community of the present study consists of (696) students of the History Department at the College of Education for Humanities at the University of Diyala. The researcher selected a basic sample for the application, which is equivalent to (247.7) individuals, and after approximation (248), they were chosen using the random stratified method with proportional distribution from the research community.
After revising the literature and previous studies, the researcher built a hybrid thinking scale based on Gartner's theory. The final form of the scale includes (36) items distributed on three areas, which are (design thinking, systemic thinking, agile thinking).
The scale includes five alternatives which are (always, often, sometimes, rarely, never), with scores assigned as (5, 4, 3, 2, 1) for the items. The researcher statistically analyzed the items by extracting the discriminative power and determined the psychometric properties of the items in terms of validity (both apparent and construct) and reliability using methods such as test-retest and Cronbach's alpha. For statistical data analysis, the Statistical Package for the Social Sciences (SPSS) was utilized, employing the discriminative power equation, t-test for independent samples, Pearson correlation coefficient, Cronbach's alpha equation, t-test, z-test for a single sample, t-test for the significance of the correlation coefficient, and multiple regression analysis.
Considering the results of the current research, the researcher concluded that:
1. Students use strategies and methods that are suitable for the situations and problems they are faced through the experiences they have acquired and their integration with new experiences, which contributed to their possession of hybrid thinking.
2. The results of the present study showed the existence of statistically significant differences in students' possession of hybrid thinking according to the gender variable (males - females) due to the differences between the genders in dealing with problems and how to determine the importance of the problem to the individual.
In the light of the reached results, the researcher recommends the following:
1. Holding counseling seminars to introduce students to the importance of their possession of hybrid thinking and using its skills to achieve academic success.
2. Holding counseling seminars to introduce students to the importance of their enjoyment of cognitive balance within the university educational environment to achieve sound adaptation and raise their level of academic achievement.
Considering the results, the researcher suggests conducting studies like the present study: 1. Studying the correlation between hybrid thinking and academic achievement at other educational levels.

The current study aims to investigate the effect of the Active Thinking Model on academic achievement and the development of social awareness among second-grade intermediate students in social studies during the 2023-2024 academic year. The study sample consisted of two groups: an experimental group with 37 students and a control group with 39 students. The researcher used an achievement test as the main tool for the study, which consists of 30 test items. In addition, the researcher developed a social awareness scale composed of 20 items distributed across four main domains. The results showed a statistically significant difference in favor of the experimental group, who was taught using the Active Thinking Model, as well as an enhancement in the social awareness.
The researcher concluded the following:
1. The Active Thinking Model contributed to improving the academic achievement of second-grade intermediate students in social studies.
2. The Active Thinking Model was effective in developing social awareness among second-grade intermediate students in social studies.

The purpose of this study is to determine how brain-based learning theory might help Iraqi EFL students improve their vocabulary acquisition in secondary education. In order to fulfill the current study's objective, the following hypothesis has been proposed: On the vocabulary acquisition post-test, there are no statistically significant differences (á≤0.05) between the mean scores of the experimental group, which receives instruction based on the brain-based learning theory, and the control group, which receives instruction in accordance with traditional methods. The present study is limited to “the 4th secondary school female students in Al-aadnanyia secondary school for girls in Baaquba City”, for the academic year 2023-2024. The sample of the study was (84) female students, 43 students as the experimental group and 41 as the control group. Then, using statistical manipulation of a variety of variables, including age, parents' educational attainment, English accomplishment scores from the prior year, and pretest achievement scores, it is ensured that the two groups are equivalent. The validity of the pre- and post-tests was determined by exposing them to jury members who are experts in linguistics and EFL. The Kuder Richardson-20 Formula (0.86) has been used to ensure the test's dependability. The results of the test's statistical analysis show that the experimental group performed better on the post-test and that there are statistically significant differences between the two groups' mean scores.
The researcher has come to the conclusion that applying the brain-based learning theory has inspired students, piqued their curiosity, and enhanced their involvement in vocabulary acquisition activities. Students now feel more self-assured, independent, and driven, which reflects in their capacity to perform better. According to the study, teachers should use the brain-based learning theory to teach English in a low-stress, relaxing setting.