Journal of Education and Scientific Studies

The current study aimed to analyze the content of the Teaching Methods course in the Department of Educational and Psychological Sciences in light of the Depth of Knowledge (DOK) levels developed by Norman
Webb. These levels consist of four categories: Recall and Reproduction, Application of Concepts and Skills,
Strategic Thinking, and Extended Thinking.
The researcher adopted the descriptive analytical approach using content analysis as the main method. The
study population included the content of the Teaching Methods course for third-year students in Colleges of
Education for the academic year (2024–2025). After excluding introductions, indexes, headings, images, and
end-of-chapter questions, the total number of analyzed occurrences reached (737), distributed across the four
DOK levels.
The results indicated that the Recall and Reproduction level ranked first with a percentage of (35.5%), followed by the Application of Concepts and Skills level at (26.5%), then the Strategic Thinking level at (23.6%),
and finally the Extended Thinking level at.(14.4%)
The findings revealed an imbalance in the distribution of Depth of Knowledge levels, with a greater emphasis on lower-level cognitive processes compared to higher-level ones. The study concluded with the necessity of reconsidering the structure of the course content to achieve a balanced distribution among DOK levels
and to increase the inclusion of activities that promote strategic and extended thinking. Such improvements
would contribute to preparing teachers equipped with higher-order thinking skills and capable of keeping pace
with contemporary educational trends

I was a wonderful research of 60 students, representing (30) students in the experimental group and (30) students in the control group, equal between the two groups (in terms
of chronological age, previous achievement, intelligence, and parental achievement). The
research tool was a scale of future thinking skills, which the researcher prepared based
on previous experiences. The scale was adjusted after applying it to a survey sample, and
then a post-test was administered to the two research groups. The research results showed
the superiority of the experimental group in future thinking techniques. At the end of the
research, the researcher offered a set of tips, including: encouraging geography teachers to
employ the Socratic dialogue strategy in public teaching, due to its effective educational
success in developing (future thinking skills).
The researcher also proposed conducting an intensive study to determine the extent to
which geography teachers in middle school employ Socratic strategic dialogue in teaching.
Strategic keyword: (Socratic dialogue), future thinking skills, preparatory stage

This research aims to study the effect of cooperative learning on improving university students' Arabic conversation skills. To achieve the research objectives, the researcher
adopted an experimental approach using two groups: an experimental group taught using
the cooperative learning strategy, and a control group taught using the traditional method.
The research sample consisted of 60 students from the University of Baghdad, College
of Arts, distributed equally between the two groups. Data was collected using multiple
tools, including pre- and post-experimental conversation tests, in addition to a conversation skills assessment questionnaire. The research results showed that the experimental
group achieved significant improvement in all conversation skills (fluency, accuracy, vocabulary use, interaction), compared to the control group, which showed only limited improvement. The results also indicated no statistically significant differences between males
and females, or between different academic years or backgrounds, regarding the benefits
of cooperative learning.
Based on the results, the research confirms that the cooperative learning strategy is an
effective tool for developing university students' Arabic conversation skills. It contributes
to building self-confidence, stimulating group interaction, and enhancing students' ability
to express themselves fluently and accurately.

The current research aims to identify the level of educational communication among school administrations for the preparatory stage as seen by the educational staff, as well as to identify the level
of quality of job work, and to identify the significant differences depending on the variable of gender
and specialization for both variables. The research sample amounted to (300) teachers and schools
who were chosen randomly. Proportionately, the researcher reached the following results:
1. School administrations have a high level of educational communication, as seen by the educational staff.
2. There is no statistically significant difference in educational communication according to the
gender variable
3. There is a statistically significant difference in educational communication according to the
academic specialization variable and in favor of scientific specialization.
4. School administrations have an average level in the quality of job work as seen by the educational staff.
5. There is no statistically significant difference in the quality of job work according to the gender
variable
6. There is no statistically significant difference in the quality of job work depending on the academic specialization variable.
7. There is a strong correlation between educational communication and the quality of professional work.

The research aims to identify (the effect of the Do-Review-Study-Apply strategy on
the achievement of the Fundamentals of Education subject for students in colleges of
education). The researcher chose the College of Education, Iraqi University - Department of Educational and Psychological Sciences for the academic year (2025/2026), the
first semester, to be a field for research. Study - Apply and (18) for the control group
whose students will study the same subject in the usual way. The researcher followed the
experimental design with partial control as a design for the research, and the researcher rewarded the two research groups in the variables (chronological age calculated in
months, intelligence test, and parental achievement). The results showed the superiority
of the experimental group that taught using the Do - Review - Study - Apply strategy
over the students of the control group that studied in the usual way in the achievement
test.

The research aims to analyze the book The Holy Qur’an and Islamic Education for the
sixth grade of middle school in light of the concepts of intellectual and social security, and
to find out the frequency of each of those concepts that have been proposed. To achieve this
goal, the researcher adopted the descriptive approach, using the content analysis method as
one of the methods of the descriptive approach, and the researcher identified The analysis
tool (the unity of the explicit and implicit idea is a criterion for the concepts of intellectual security, after reviewing the literature and previous studies related to the concepts of
intellectual security, and a list of the fields and concepts of intellectual security was built.
The tool in its final form consisted of (6) main fields and (49) sub-fields that were covered.
With (120) indicative indicators, the validity of the tool was verified after presenting it to
a group of (31) arbitrators and experts in the field of Islamic teaching methods, Qur’anic
sciences, Arabic language teaching methods, and educational psychology. The reliability
of the analysis was calculated using my method. Consistency between two analysts (the
researcher and the analyst) was (90.58%), and the method of analysis and re-analysis over
time was (94.41%). The researcher reached certain conclusions, followed by a number of
inferences, recommendations, and suggestions.

The present study aimed to identify the effect of the Six-Dimensional Strategy on achievement
among fifth-grade literary female students in the subject of Principles of Philosophy and Psychology. In order to achieve the objective of the study, the researcher formulated the following null
hypothesis: There is no statistically significant difference at the significance level (0.05) in the
mean achievement scores between the female students of the experimental group who study the
subject of Principles of Philosophy and Psychology using the Six-Dimensional Strategy and those
of the control group who study the same subject using the traditional method, The study sample
was selected using the multistage random sampling method and consisted of (40) female students,
distributed equally into an experimental group (20 students) and a control group (20 students).
The researcher adopted the experimental design of a randomized control group with a post-test
only Statistical equivalence was established between the two groups in the following variables:
chronological age (calculated in months), parents’ educational attainment, mid-year examination
scores, and Otis Intelligence Test scores. The researcher also constructed an objective achievement
test consisting of (30) multiple-choice items.The results revealed the superiority of the experimental group over the control group in academic achievement.Keywords: Six-Dimensional Strategy,
Achievement, Fifth-Grade Literary Female Students, Principles of Philosophy and Psychology.

The current research aims to analyze the content of the computer science textbook for the fifth grade of middle
school according to critical thinking skills. The current research community consisted of the computer science textbook
for the fifth grade of middle school. The research sample consisted of the paragraphs in the text. To achieve the research
goal, the researcher prepared a list organizing the most important critical thinking skills based on classification (Facione,
1998). After verifying its validity, it was presented to a group of referees specialized in teaching methods, measurement
and evaluation, and educational psychology. It was then determined to be reliable using two methods: reliability across
time and reliability across individuals. The list contains six main skills and (25) sub-skills. The analysis was then con�
ducted based on the skills list. The researcher used the idea unit for analysis, repetition as the unit of enumeration, and
the assistance of external analysts with experience in teaching the computer science textbook for the fifth grade of middle
school. The researcher used a number of statistical methods, such as percentages, the Cooper equation, and the Holsti
equation. After transcribing and processing the analysis results, the researcher concluded that the skills were reliable.
Statistically, the following results were reached:
The “interpretation skill” ranked first and received great attention among the critical thinking skills in the fifth
preparatory book, and it received (40) repetitions and a percentage of (60.29%) in the total units of the computer book
for the fifth preparatory grade. This was followed by the “analysis skill” which ranked second and received (9) repeti�
tions and a percentage of (13.63%) in the total units. This was followed by the “deduction skill” which ranked third and
received (6) repetitions and a percentage of (9.09%) in the total units. This was followed by the “evidence explanation
skill” which ranked fourth and received (6) repetitions and a percentage of (9.09%) in the total units. This was followed
by the “self-organization skill” which ranked fifth and received (4) repetitions and a percentage of (6.06%). This was
followed by the “evaluation skill” which was the least fortunate skill among the critical thinking skills, as it ranked sixth
and received (1) repetition with a percentage of (1.51%) in the total units. Then it went out The researcher presented a set
of conclusions, proposals and recommendations.

The current study aimed to identify the effect of the Information Wedge Strategy on achievement and divergent thinking among second-grade intermediate female students in physics. To
verify the objective of the study, the researcher formulated the following null hypothesis: There
is no statistically significant difference at the significance level (0.05) between the mean achievement scores of the experimental group students who are taught according to the Information
Wedge Strategy and the mean scores of the control group students who are taught according
to the traditional method in the physics achievement test. The study sample consisted of (59)
female students from the second grade of intermediate school, with (31) students in the experimental group and (28) students in the control group. The researcher adopted a quasi-experimental design with partial control, involving two randomly assigned groups (experimental and
control) and a post-test only. Statistical equivalence between the two groups was established for
the following variables: chronological age (calculated in months), parents ’educational attainment, Raven’s Intelligence Test, mid-year examination scores, and the divergent thinking scale.
An objective achievement test of the multiple-choice type was constructed by the researcher,
consisting of (30) items. The results revealed the superiority of the experimental group over the
control group in the academic achievement variable.Keywords: Effect of the Information Wedge
Strategy, Achievement

The current research aims to identify the level of leadership behavior of school
principals and their meanings, as well as to identify the statistically significant dif�
ferences according to the variables of job title and gender. The study sample con�
sisted of (200) principals and assistants of both sexes, and the researcher reached
the following results:
1.The level of leadership behavior of school principals and their meanings.
2.There are statistically significant differences in leadership behavior according
to no the gender variable.
3.There are no statistically significant differences in leadership behavior de
pending on the job title variable

This study aims to identify the moral intelligence of students at Tikrit University,
the significance of differences in moral intelligence based on gender (male-female),
and the psychological resilience of university students. It also aims to determine gender differences in psychological resilience and the relationship between moral intelligence and psychological resilience.
The current research sample consisted of 300 male and female students selected
randomly. Two research instruments were developed: a moral intelligence instrument
(28 items) and a psychological resilience instrument (24) item. The results showed a
weakness in moral intelligence among the students and an average level of psychological resilience. No gender differences were found in either variable. A significant
positive relationship was found between the two variables.

The research problem crystallizes in the evolution and complexity of life and the spread of dialects in Arabic. Trends and calls have
emerged that constitute modern approaches to teaching the Arabic language, taking into account the nature of language, its function in
life, and the learner’s great need for it. Among these approaches are the communication approach, the integration approach, the functional approach, and the communication approach. This approach is based on the fact that language is a means of communication, and the
communication process is an interaction between one individual and another, or between an individual and a group, or between one group
of individuals and another group. The aim is to participate in an experience that results in modifying the behavior of individuals. The
importance of the current research is highlighted by the fact that man, in terms of being a living, active being in his social environment,
learns many values, skills, and abilities through which he can play a role in his social reality and society, with all its contradictions and
disparities. Education is used to achieve its unity and harmony, whether the society in this regard represents the majority of its individuals
and social forces, or represents a minority that possesses wealth and power and manages the affairs of society. The current research aims
to identify the extent to which intermediate-level Arabic language teachers practice effective communication skills, the differences in
practicing effective communication skills according to the gender of teachers, and the differences in practicing effective communication
skills according to the service level.
The researcher followed the descriptive method, which is appropriate for the current research. The research sample consisted of 10
male and female teachers distributed among 30 intermediate and secondary schools in the General Directorate of Education in Baghdad,
Karkh III. They were selected using a stratified random method. The researcher prepared an observation card for effective communication
skills to achieve the objectives of his research. After verifying the validity and reliability procedures, the observation card consisted of 2
paragraphs distributed over a year of skills: speaking (delivery), listening, reading, asking questions, classroom management, and using
educational tools. The knowledge was allocated to the extent to which intermediate-level Arabic language teachers practice effective communication skills. Then, the researcher made field visits to the male and female teachers, attended with them in the classroom, and watched
the lesson to evaluate their performance and the extent to which they practiced effective communication skills. After the researcher finished evaluating his research family, he unloaded the data and processed this data statistically. The researcher used percentages, Pearson’s
correlation coefficient, the second test for one sample, the second test for two independent samples, and one-way analysis of variance.
The current research reached the following results: that Arabic language teachers at the intermediate level have a high level of general
communication skills. There are no statistically significant differences between the average scores of teachers attributed to the gender variable. There are no statistically significant differences between the average scores of teachers attributed to the variable of years of service.

To implement the research and conduct the experiment, students from Al-Bayda Intermediate School
for Boys, affiliated with the General Directorate of Education of Rusafa I, were intentionally selected.
Sections (B-C) were randomly selected, with a research sample of (67) students. The researcher studied the
two research groups and prepared an achievement test consisting of (30) items. The researcher relied on the
definition of (Daoud, 2009) in the expressive and linguistic ability test scale consisting of (28) items. Their
validity and difficulty were confirmed, and their stability and applicability to the current research community were confirmed. The results were statistically processed using the t-test for two independent samples.
The results showed:
- There was a statistically significant difference between the average scores of students in the experimental group who studied reading and texts according to the proposed strategy and the average scores of the
control group who studied the same subject using the traditional method in the achievement test.
- There is a statistically significant difference between the average scores of students in the experimental group who studied reading and texts according to the proposed strategy and the average scores of the
control group who studied the same subject using the traditional method on the expressive and linguistic
ability test.
- There is a statistically significant difference between the average scores of students in the experimental group who studied reading and texts according to the proposed strategy on the expressive and linguistic
ability test (pre- and post-test)

Research Summary: This research aims to identify the relationship between
straightforward thinking and family security among kindergarten students.
The study was conducted on 150 female students from all four academic years
(morning and evening programs). To achieve the research objectives, a 15-item
Straight Thinking Scale and a 21-item Family Security Scale were developed.
The psychometric properties of both scales, including validity and reliability,
were established. The results showed that kindergarten students possess both
straightforward thinking and a high degree of family security, indicating a logical relationship between the study variables

The current research aims to investigate the effect of the network analysis strategy on the
achievement of first-year middle school students in mathematics and their realistic thinking. The
researcher adopted the experimental research method, as the quasi-experimental design was used
for two independent and equivalent groups with a post-test. The experiment was applied to a sample consisting of (60) students from first-year middle school students in (Sheikh Hatem Al-Mutlaq
Intermediate School for Boys) affiliated with the General Directorate in Baghdad Governorate /
Karkh 3 for the academic year (2023-2024). The research sample was distributed equally between
the two research groups, as Section (C) was randomly chosen to be the experimental group, while
Section (A) was the control group. The distribution was carried out according to the data of the
following variables (previous achievement, prior knowledge, intelligence). An achievement test
was constructed, consisting of (36) objective paragraphs of the multiple-choice type with four alternatives, where its validity and reliability were verified and found acceptable. A realistic thinking
test was constructed, consisting of (30) objective paragraphs of the multiple-choice type with four
alternatives, where it was verified From its validity and reliability, it was found acceptable. After
completing the experiment, the researcher applied two tests for achievement and realistic thinking.
The statistical program (SPSS) version (22) was used, and the Levene test and the t-test were adopted for two independent samples. The results showed that the students of the experimental group outperformed the students of the control group in the two tests of achievement and realistic thinking.

This study aims to highlight the connection between education based on sustainability principles and the growth of language skills in order to shed light on how sustainable
development impacts the improvement of students’ writing abilities. Sustainable development is viewed as a holistic process that aims for a balance between the economic, social,
and environmental aspects. It helps promote critical awareness and responsible interaction
with current events in the classroom. On the other hand, writing ability is seen as a crucial
way to arrange thoughts, communicate them, and promote intellectual and cultural interaction with others. Integrating the principles of sustainable development into curricula gives
students the chance to voice their opinions on actual issues like the environment, social
justice, and natural resources, which fosters their analytical and creative skills. The study’s
findings demonstrated that using sustainable education strategies improves students’ writing skills by promoting a sense of accountability, supporting meaningful writing, and utilizing technology to strengthen expressive abilities.

The research aims to explore the integration between artificial intelligence and media
literacy, and to highlight their joint impacts on journalistic and media work practices in
the digital age. The research discusses how to employ artificial intelligence techniques
to enhance media literacy skills and improve the quality of media content, with a focus
on the ethical and professional challenges faced by journalists. The research also presents the role of media literacy in enabling media workers to adapt to rapid technological
developments, and to ensure the provision of reliable content that is in line with the
needs of the public in the changing digital environment. The research provides conclusions on the importance of cooperation between technology and media education to
achieve effective integration that contributes to the development of media practices and
innovation in the field. The research raises the problem of the dual impact of artificial
intelligence in the media: between empowerment and ethical challenges, and proposes
practical solutions to deal with these challenges

This research aims to identify the impact of teaching grammar according to the SBL model on acquiring
grammatical concepts among intermediate school students. The current research was limited to a sample of
first-year intermediate students, totaling (66) students. The sample included (34) students who were taught
using the SBL model, and a control group of (32) students who were taught using the traditional method. The
students in both groups were matched in terms of the variables of chronological age, parental educational attainment, and Raven’s Intelligence Test. The research instrument (a test for acquiring grammatical concepts)
was developed according to the first three levels (knowledge, comprehension, and application). It consisted
of (42) objective multiple-choice items. The researcher used the following statistical methods to analyze the
data: t-test, Pearson correlation coefficient, chi-squared test, discrimination index, alternative effectiveness,
and difficulty equation. The research results showed that the experimental group outperformed the control
group. Based on these results, the following conclusions and recommendations were reached:
v Teaching according to the SBL model proved effective in making students the focus of the educational
process, with the teacher acting as a guide and facilitator. This is what modern teaching methods strive for.
v The SBL model significantly contributed to increasing knowledge and acquiring grammatical concepts among the experimental group.
Recommendations:
1. Conduct in-service training courses specifically for Arabic language teachers, training them on the use
of modern teaching models, including the SBL model.
2. The Arabic language material should be formulated as illustrative educational scenarios whenever
possible, as these generate engagement and positive learner participation, combining the enjoyment of learning with enhanced concept acquisition

The current research aims to explore the effect of interactive role-play scenarios in
enhancing conversational among first-year English Department students at the University of Tikrit, Iraq’s College of Education for Women (as English as a foreign Language
learners). The study is a quantitative in nature and uses a quasi-experimental design,
including pre- and post-tests.
Seventy first-year female students, split into two groups, made up the study sample.:
an experimental group of 35 students who learned using interactive role-play scenarios
and a control group of 35 students who learned in the conventional method without any
role-play scenarios.
To achieve the study’s objectives, a conversational skills assessment scale was designed, covering five main skills: fluency, pronunciation, vocabulary, content, and interaction. The validity and reliability of the scale were confirmed using appropriate methods, and it was applied pre- and post-test on both groups. Results were collected, and
means and statistical significance were calculated using SPSS.
With statistically significant changes in preference for the experimental group over
the control group at the 0.05 level, the results demonstrated that interactive role-play
situations have a significant impact on students’ conversational skill development

Learning English is often viewed as a boring and uninteresting process, especially
for children who have grown up in the digital age. One effective way to increase learners’ motivation to study English is to employ online games. One successful method is to
use these games to enhance learners’ intrinsic motivation. The present study aimed to investigate the effectiveness of an online game, such as crossword puzzles, in developing
students’ motivation to learn English. The 40 students participated in the study, which
lasted approximately eight weeks. The experimental group learned vocabulary related to
food, clothing, and furniture through playing the online game, while the control group
studied the same vocabulary using traditional methods. In the sixth week, a post-test
was administered using questionnaires that used a modified version of (Gardner, 1988)
attitude/motivation battery to measure students’ motivation. The results showed that the
experimental group scored higher than their control group peers, indicating that playing
the online game contributed to raising their motivation to learn English.