Journal of Education and Scientific Studies

The current research aimed to investigate the effect of Bruner’s model on the academic achievement
of second-grade intermediate female students in chemistry. To achieve this objective, the researcher
employed the experimental method, represented by the two-group design (experimental group and
control group). In order to attain the desired educational outcomes and meet the required pedagogical
objectives—while also addressing the challenges facing the educational process—there emerged a need
to adopt diverse teaching methods, particularly in scientific subjects such as chemistry. Among these
methods is the use of Bruner’s model in instruction.
The researcher selected the classroom group-based approach, which is considered one of the effective and important teaching strategies. It is no less significant than other strategies used to facilitate
and clarify learning, as it provides students with a comprehensive and general perspective to prepare
them for the material presented. Moreover, it plays a vital and effective role in organizing the content
and delivering the key and precise points to students in a concise and clear manner.
Through adopting this strategy, the researcher sought to determine its impact on the academic
achievement of second-grade intermediate female students in chemistry. One of the hypotheses of the
study was:
There are no statistically significant differences at the level of (0.05) between the average scores
of students taught using Bruner’s model and those taught using the traditional method in the achievement test..
Based on this, the research findings revealed:There are statistically significant differences at the
level of (0.05) between the average scores of students taught using Bruner’s model and those taught
using the traditional method in the post-achievement test for second-grade intermediate female students in chemistry.

The current research aims to identify:
1. Logical thinking in children according to the following variables:
A. Age (12, 14, 16) years. B. Gender (males/females).
2. The significance of differences in logical thinking in children according to the
following variables:
A. Age (12, 14, 16) years. B. Gender (males/females).
To achieve the objectives of the current research, the researcher developed a
logical thinking scale. After applying it to a research sample of (180) children aged
(12, 14, 16) years, (60) children for each age group included in the research, the researcher statistically processed the data obtained from the sample and reached the
following results:
1. Children aged (12, 14, 16) years possess logical thinking.
Logical thinking follows a continuous developmental path, not a phased one,
with age.
3. The developmental path of logical thinking is not affected by age and gender.

The current research aims to identify:
Professional and performance evaluation among graduates appointed from the Department of Educational and Psychological Sciences and the significance of differences in performance and professional evaluation according to the gender variable.
To achieve the objectives of the current research, the researcher adopted the
(Aqoun, 2023) scale for professional performance consisting of (46) paragraphs, and
each paragraph has five alternatives (very large, large, medium, small, very small) and
the weights were given (5, 4, 3, 2, 1) to the paragraphs, and some modifications were
made to suit the target group and the Iraqi environment. The psychometric characteristics of validity and reliability were extracted, and the sample size was (64) male and
female teachers, and the data obtained from the sample were processed statistically,
and the following results were reached:
1- The graduates of the Department of Educational and Psychological Sciences who
were appointed enjoy a high level of professional performance.
2- The graduates of the Department of Educational and Psychological Sciences
who were appointed have a high ability in job performance.
3- There are no differences between male and female appointees in job performance.

The research aimed to verify the effect of cooperative learning strategy on the
academic achievement of first-year intermediate students in chemistry. To achieve
this goal, the study was applied to a sample of (50) first-year intermediate students
at Qalaat Al-Azim Mixed Secondary School in Salah Al-Din Governorate, randomly distributed into two equal groups in terms of age (in months) and previous achievement
in science. The experimental group, which included (25) students, was taught using
the cooperative learning strategy, while the control group received the same subject
in the traditional way. An achievement test consisting of (30) multiple-choice items
was prepared and its validity and reliability were verified before applying it to the two
groups. The results of the statistical analysis showed the presence of statistically significant differences in the average achievement scores in favor of the experimental
group, indicating the effect of the cooperative learning strategy in improving students’ achievement in chemistry. The study concluded with a number of recommendations related to its results to support the adoption of this strategy in teaching.

The research aimed to identify the productive mind habits of middle school students in
teaching mathematics. The limits were limited to middle school students in the morning secondary schools for girls affiliated with the (First Rusafa) Education Directorate, Baghdad Governorate, for the academic year (2023-2024). The research sample was chosen for a purposeful class of middle school students for morning study (Al-Muthanna Middle School, Al-Rafidain
Secondary School for Girls, Al-Azaheer Middle School, and Al-Runaq Middle School for Girls) for
the academic year (2023 - 2024), a total number of (200) student. The researcher used the
questionnaire, as it is the appropriate tool for the nature of the research, which aims to determine a scale. Productive habits of mind. We adopted from previous studies a measure of the
productive habits of mind for female students, which consists of (30) items distributed over
three areas of habits of the productive mind. The researcher used a three-point Lackert scale
for the habits of the mind that are always high, as the average habits of mind were given two
grades, while for the grade of the low mind, one grade was given. These habits were linked to
intuitive thinking skills. The researcher used a 13-item test to measure intuitive thinking skills.

The research aimed to assess the performance of computer subject teachers at the preparatory stage according to the Gallagher and Aschner classification, and to identify the significance of statistical differences in the assessment of the performance of computer subject
teachers in the preparatory stage according to the gender variable (males - females). which
consisted of (41) criteria in its final form distributed over five levels (cognitive memory, convergent, divergent, assessment-based, and routine). Its validity was confirmed through face
validity and content validity, and its reliability was confirmed through test-retest, observer
agreement, and internal consistency for the statistical analysis sample. It was applied to the
research sample consisting of (70) male and female teachers: (25) male teachers and (45) female teachers, selected by the stratified random method from the schools affiliated with the
General Directorate of Education of Baghdad Al-Karkh First, and they represent (34.6%) of the
study population. To process the data, the researcher used the statistical methods: weighted
mean, percentage weight, Chi-square goodness of fit, Chi-square for independence, Cronbach’s
alpha coefficient, Pearson correlation coefficient, within the statistical package for social sciences (SPSS)

The current research aims to identify the relationship between adaptable experience and mental coping efficiency among university students. The researcher relied
on the descriptive correlational approach. The research community consisted of Iraqi
university students, numbering (11916), from whom (400) male and female students
were drawn using a random stratified method, with (200) males and (200) females.
The researcher also built a scale of adaptable experience and mental coping efficiency,
and verified their characteristics (validity and reliability) to be ready for application
to the main research sample. The results showed a low level of adaptable experience,
and no difference in the level of adaptable experience according to the gender of the
students and their academic specialization. The results also showed that university
students possess an average level of mental coping efficiency, and that students from
the scientific specialization have a higher level of mental coping efficiency than students from the humanities specialization. The research results also showed a direct
relationship between adaptable experience and mental coping efficiency among university students.

The present study aimed to assess the grammatical performance of students in
the Arabic Language Department at the College of Education, Al-Iraqia University,
from their own perspective. The study was limited to male and female students
enrolled in the morning study program at the Arabic Language Department. To
achieve the research objectives, the researcher developed a grammatical performance assessment scale consisting of 30 items. After being reviewed by experts
and verified for validity and reliability, the scale was applied to a research sample of
160 male and female students, equally divided between both genders, out of a total
population of 484 students
For the purpose of extracting results, the researcher utilized the following statistical methods: (percentage, Pearson correlation coefficient, and Cronbach’s alpha reliability test). The final results of the study indicated that, in general, students
of the Arabic Language Department at the College of Education, Al-Iraqia University, exhibited an average level of grammatical performance.

The research aimed to know the level of scientific values among Arabic language
teachers in religious education and Islamic studies secondary schools in Baghdad
Governorate and their relationship to the variable of gender and academic qualification. To achieve the research objectives, the descriptive approach was used,
and a questionnaire was developed consisting of (33) items, distributed to a random sample consisting of (50) male and female teachers after verifying its validity
and reliability. The results of the research showed that the level of scientific values
among Arabic language teachers was high and positive. The results also indicated
that there were no statistically significant differences attributed to the variables of
gender and academic qualification. In light of the results that the research led to,
a number of relevant recommendations were made, including: enhancing scientific
values among Arabic language teachers by establishing various programs that encourage them.

The study aimed to reveal the level of achievement of students of Al
Karkh University of Science for physics, and the level of mental flexibility they have, as well
as to find the relationship between their achievement of physics with their mental flexibility,
the research sample consisted of (190) male and female students in the first stage of the university faculties, who study two courses for physic
The researcher prepared an achievement test consisting of (50) test items, and a measure
of mental flexibility consisting of (26) items, and their psychometric properties were confirmed after applying them to an exploratory sample from the research community and not
from his sample.
The results showed that the average physics achievement scores among students of Al--
Karkh University of Science, the research sample, ranges between (47--76), i.e. Between levels
(weak, average, and good), and that the value of their average mental flexibility ranges between (81%--63%), i.e. Between levels (average, good, very good).
The correlation coefficient between the achievement of students of Al Karkh University
of Science in physics and their mental flexibility was (0.602) and is significant at the level of
(0.01).
Based on the results of the research, the researcher developed a number of recommendations and suggestions for conducting another research.

The study examined the impact of conflicts and wars on teachers’ commitment to the
ethics of the teaching profession in Baghdad and its reflection on the quality of education
and human capital development. It aimed to analyze the reality of teaching ethics, assess
teachers’ adherence to them, identify influencing challenges, and provide recommendations to enhance professional commitment.
The study adopted a descriptive-analytical approach using a questionnaire administered to a simple random sample of (384) teachers from Baghdad. The results showed
that most teachers were committed to punctuality, providing support to students, and
striving to improve education quality. However, there was a noticeable weakness in participation in training courses and a lack of professional and administrative support.
The study found that adherence to teaching ethics positively impacts human capital
development and that there is a relationship between teachers’ ethical commitment and
variables such as academic qualifications and professional experience. It recommended
the need to enhance continuous professional training, provide a supportive environment,
and develop a feedback culture to ensure higher adherence to professional ethics.

This study aimed to measure the effectiveness of an emotional intelligence-based counseling program in reducing school violence among students in Wasit Governorate, Iraq. The study relied on an
experimental approach with a two-group design (experimental and control). The counseling program
was administered to the experimental group, while the control group did not receive any intervention.
The research sample included 100 students from Madinat Al-Modon Secondary School for Boys in Al-Suwayrah District, Wasit Governorate. They were divided into two equal groups (50 students per group).
The study used measurement tools, including a questionnaire to measure school violence and a
measure of emotional intelligence, with validity and reliability verified (Cronbach’s alpha coefficient =
0.85). Data were analyzed using statistical tests such as the t-test, analysis of variance (ANOVA), and
Pearson’s correlation coefficient to measure the effectiveness of the program. The results showed a
statistically significant decrease in violent behavior among the experimental group compared to the
control group, confirming the effectiveness of the emotional intelligence-based counseling program in
reducing school violence.
The most important recommendations of this research were as follows:
1. Integrate emotional intelligence programs into school curricula to enhance the learning environment.
2. Train teachers and administrators on implementing emotional intelligence strategies.
3. Expand the guidance program to other schools to ensure wider access.
The most important suggestions of this research were:
1. Conduct similar studies among different age groups or in other geographic areas.
2. Include additional variables, such as the influence of family and community on violent behavior.
3. Develop more comprehensive measurement tools to assess emotional intelligence and violent
behavior.

The current study aimed to investigate the effect of using the flipped learning strategy on
improving academic achievement and reflective thinking among second-grade intermediate
female students in Islamic Education, in light of the challenges facing traditional teaching
methods that primarily focus on memorization and rote learning without fostering higher-order thinking skills.
The study adopted the experimental method and included a sample of (63) students from
a school affiliated with the General Directorate of Education in Baghdad/Al-Karkh the Third.
The students were divided into two groups: an experimental group (32) students taught using
the flipped learning strategy, and a control group (31) students taught using the traditional method. Research tools were developed to measure academic achievement and reflective
thinking.
The results revealed a statistically significant superiority of the experimental group over
the control group in both the achievement and reflective thinking tests, indicating the effectiveness of flipped learning in enhancing students’ engagement and providing a stimulating
learning environment for reflection, analysis, and problem-solving.
The study recommends adopting the flipped learning strategy in teaching Islamic Education, training teachers to employ digital content and interactive activities in classroom instruction, and reviewing curricula to align with this educational model. It also suggests conducting
further studies to explore the impact of flipped learning on other school subjects and different
types of thinking skills, such as critical and creative thinking.

This study aims to identify the following: (The effect of the self-generated analogical thinking strategy on the achievement of chemistry among second-grade middle school students, as well as the effect of the self-generated analogical thinking strategy on the central thinking skills of second-grade middle school students).
To achieve the study objectives, the following two null hypotheses were formulated:
1. There is no statistically significant difference at a significance level of (0.05) between the average scores of students
in the experimental group who will be taught according to the self-generated analogical thinking strategy and the average
scores of students in the control group who will be taught according to the traditional method of achievement in chemistry.
2. There is no statistically significant difference at a significance level of (0.05) between the average scores of students
in the experimental group who will be taught according to the self-generated analogical thinking strategy and the average
scores of students in the control group who will be taught according to the traditional method on the central thinking skills
test.
The researcher chose a quasi-experimental design with partial control (experimental group and control group) with a
post-test for both the chemistry achievement test and the critical thinking skills test. The research sample was selected from
(51) students from the second intermediate grade at Dhu al-Nurain Secondary School for Boys in the Baghdad Governorate
Center, affiliated with the General Directorate of Education in Baghdad, Karkh/Third. The two groups were matched on the
following variables: age in months, first intermediate grade chemistry score, prior knowledge test in chemistry, Otis-Linyon
test, and pre-critical thinking skills test. Two tools were prepared: the chemistry achievement test and the critical thinking skills test. The achievement test consisted of (40) items, while the critical thinking skills test consisted of (32) items.
Psychometric properties and reliability were calculated for both. The data were analyzed and processed statistically using
appropriate statistical methods for the research, as well as the SPSS statistical package. The results indicated that there was
an effect of the self-generated analogical thinking strategy on the achievement of chemistry and the pivotal thinking skills of
second-year middle school students in favor of the experimental group. A number of conclusions were reached and a number
of recommendations and proposals were made

The aim of this study is to identify the effect of a proposed strategy based on the Five
Minds Theory in developing achievement in geography among fifth-grade literary students.
To achieve this goal, the researcher adopted a quasi-experimental design with two groups:
an experimental group and a control group. The research sample consisted of 60 male students from the fifth literary grade at Al-Quds Secondary School for Boys, located in the First
Karkh Directorate of Baghdad. The researcher ensured the equivalence of the two groups
in several variables and prepared a geography achievement test consisting of 20 items, designed according to Bloom’s Taxonomy. The test’s psychometric properties were verified,
and the results showed that students in the experimental group outperformed their peers
in the control group, indicating the effectiveness of the proposed strategy

The aim of the current research is to identify the percentage of productive thinking skills included in
the content of the Mathematics book for the sixth grade of Islamic secondary school to achieve the goal
of the research and then use the descriptive approach in a content analysis method to suit the nature of
the research objective . use the analysis of the books content according to the skills of productive thinking . deduction, preduction, and assumptions, evaluation of argnment and discussions, intcrpretation,
originality, fluency and flexibility They are combined in the search from the comtent of mathematics
books for the preparatory stage for Islamic sccondary school in Iraq for the fourth, fifth and sixth grades.
As for the sample of the research, it reprcsented the content of the mathematics book for the sixth grade
of Islamic secondary school for the academic year(2021-2022).Frequencies and percentages were adopted and the equation is of (Holsti) to calculate the proof of analysis between the research and himself
overtime and another researchers. The rescareh indicated that the content of the mathematics book for
the sixth Islamic secondary grade focused on inter predation skills.conclnsion,prediction.assumptions,
originality flexibility , deduchion and discussions,fluency.In the light of the results ,it led researcher to pay
attention to neglected indicators and work to include them in the content of the mathematics book for
the sixth grade of the Islamic secondary school He conducted training courscs, work shops and seminars
to develop curricula and showed them the importance of including productive thinking skills