Sawa Journal for Humanities

Research Abstract: The aim of this research is to identify the effect of the fact-linking strategy on the achievement of second-year intermediate students in physics and their ability to extract concepts. The research population was defined as second-year intermediate students in schools under the Diwaniyah Education Directorate (2024-2025). Second-year intermediate students from Al-Rasafi Boys' School were randomly selected as the research sample. Two sections were chosen from four sections of second-year intermediate students, one group being the experimental group and the other the control group. The research sample consisted of (53) students, with (26) students in the experimental group and (27) students in the control group. The researcher matched the two research groups on the variables of intelligence, chronological age, and concept extraction ability. An achievement test was also prepared, consisting of (20) items that correspond to the content of the material and the behavioral objectives (cognitive, comprehension, application, and analysis). A concept extraction ability test was also prepared by the researcher, which was a positive thinking test consisting of... (26) The data were analyzed and statistically processed using the SPSS statistical software. The results showed that the students in the experimental group, who studied using the "linking facts" strategy, outperformed the students in the control group, who studied using the traditional method, in the conceptualization test. Based on these findings, the researcher recommends adopting the "linking facts" strategy in teaching physics, given its positive impact on enhancing students' conceptualization abilities.

The current research aims to know the effect of the CSI strategy (color, symbol, picture) on the achievement and synthetic thinking of fifth-grade middle school students in the subject of history. The experimental design was used with two equal groups, the experimental and the control. The size of the research sample was (75) students, with (38) students in the experimental group and (37) students in the control group. Equivalence was achieved between the two research groups in the following variables: academic achievement, chronological age calculated in months, prior knowledge test, intelligence test. To achieve the research objective, the researcher prepared an achievement test in the subject of history consisting in its final form of (40) paragraphs, characterized by validity and reliability, as it reached (0.94) using the split-half method, and after processing the data statistically using the t-test for two independent samples. The results showed the effectiveness of the CSI strategy in the achievement and synthetic thinking of fifth-year middle school students in the subject of history.

This study aimed to identify the teaching competencies needed for history teachers at the intermediate level, according to the domains of planning, implementation, and evaluation, as well as to determine the requirements for their use. To achieve this goal, the researcher employed a descriptive approach and utilized a questionnaire based on previous studies and the theoretical framework. The questionnaire consisted of 30 items, and the data were analyzed using the SPSS statistical program, employing the Chi-square test and Cronbach's alpha to measure validity and reliability.The validity and reliability of the questionnaire were confirmed using appropriate scientific methods, and the study was applied to a randomly selected sample chosen in a stratified manner from history teachers working in the Diwaniya Education Directorate for the morning study, with a total sample size of 200 members, including 100 males and 100 females.The main conclusions of the study included:The necessity of utilizing the results of the research in planning preparation programs for history teachers on objective grounds that align with the experiences and skills required for the educational process according to the teaching competency system. Strengthening points of strength and developing a remedial plan to address points of weakness. Advancing the educational process and conducting training courses aimed at enhancing the skills and experiences of faculty members.

Abstract:
This research aimed to identify the effectiveness of the Adele and R.E.A.P (R.E.A.P) strategies in achieving history learning and developing systematic thinking among second-year intermediate students. To achieve this goal, the researcher prepared an achievement test consisting of 30 items and a systematic thinking test consisting of 30 multiple-choice items. The research sample included 100 second-year intermediate students from Iraq Secondary School for Boys, affiliated with the General Directorate of Education in Najaf Governorate, using the history textbook approved for the academic year (2022-2023). The experimental group one, which studied using the Adele strategy, was represented by class A, while the experimental group two, which studied using the R.E.A.P strategy, was represented by class D. Class C served as the control group, which studied using the traditional method. An experimental design was utilized with partial control, and the three research groups were matched based on age, previous academic achievement, intelligence, and the systematic thinking test. After analyzing the results, the researcher found that students in the experimental group one, who studied according to the Adele strategy, and students in the experimental group two, who studied according to the R.E.A.P strategy, outperformed the students in the control group who studied through the traditional method in both achievement and systematic thinking among the second-year intermediate students in history. The researcher recommended the necessity of utilizing modern strategies based on problem-solving, including the Adele strategy, and strategies based on reading comprehension, including the R.E.A.P strategy, in teaching history subjects due to their clear effectiveness in student achievement and in developing their thinking, especially systematic thinking. Additionally, it was suggested to conduct training courses for history teachers, empowering them with modern teaching strategies such as the Adele strategy and R.E.A.P strategy by understanding their steps and how to apply them in teaching.

This research aimed to identify the relationship between self-satisfaction and psychological security among educational counselors. The researcher adopted a descriptive correlational approach. The research sample consisted of 100 counselors (50 male and 50 female). To achieve the research objectives, the researcher developed a self-satisfaction instrument consisting of 20 items and a psychological security scale consisting of 22 items. The validity and reliability of both instruments were confirmed. Cronbach's alpha was used to determine the reliability of the two instruments, The researcher administered the research instruments to the sample. The data were then analyzed using the Statistical Package for the Social Sciences (SPSS). The results showed that the level of self-satisfaction among educational counselors was good, and their level of psychological security was high. The study found a positive correlation between self-satisfaction and psychological security among educational counselors, as confirmed by the final results.