فاعلية أنموذج دانيال في تحصيل مَادة الأدب والنصوص عند طالبات ثاني متوسط وتنمية تفكيرهنَّ المحوري

The aim of the research was to identify Daniel’s model in the achievement of literature and texts among second-year middle school students and to develop their central thinking. In order to achieve the research objective, the researcher formulated the following two null hypotheses:
There is no statistically significant difference at the level of (0.05) between the averages of the experimental group students who chose the literature and texts subject using the Daniel model, and the average of the control group students who chose the literature and texts subject using the usual clear text in the achievement test using my methods.
There is no statistically significant difference at the level of (0.05) between the average scores of the experimental group students who study literature and texts using the Daniel model, and the average scores of the control group students who study the same subject using the traditional method in developing their central thinking.
The research sample consisted of (58) female students from Al-Itidal Secondary School, which was chosen intentionally. It included three sections of the second intermediate grade. Section B was randomly chosen, which represented the control group and had (29) female students, and Section (C), the experimental group, had (29) female students.
The researcher statistically compared the two groups on the following variables: chronological age, Arabic language scores (T-test using) in the final exam of the previous academic year for the first intermediate grade, parents' academic achievement, and intelligence quotient tests.
The researcher identified five scientific topics to be studied during the experiment. She prepared teaching plans for them and then presented them to a group of experts and specialists. After taking notes, the necessary modifications were made and the plan was ready for implementation.
To measure the students’ achievement in the two research groups, the researcher developed two tools: the first was a post-achievement test and the other was a test for central thinking. Their validity and reliability were verified using statistical methods, including (the t-test for two independent and equal samples, the Chi-square test, the effectiveness of false alternatives, the Pearson correlation coefficient for the reliability coefficient, and the difficulty coefficient...).
The results, after statistical processing, showed that the experimental group, which studied using the Daniel model, outperformed the students in achieving the literature and texts subject and developing their central thinking.
At the end of the experiment, the researcher came up with a set of conclusions, recommendations and proposals that confirmed the effectiveness of the Daniel model in improving the level of achievement. The researcher also suggested conducting a similar study on male and female variables, and using the Daniel model in other branches such as criticism, prosody and rhetoric.