اثرگذاري راهبرد نشست گروهي و متد پاس در يادگيري دانش¬آموزان كلاس پنجم علمي و بهبود تفكر انتقادي در درس دستور زبان عربي

This study aimed to investigate the impact of the Panel Discussion Strategy and The POSSE Strategy on the academic achievement and critical thinking skills of fifth-grade science students in Arabic grammar. The research population consisted of 100 students randomly divided into three groups: the first group (35 students) was taught using the Panel Discussion Strategy, the second group (35 students) was taught using The POSSE Strategy, and the third group (control, 30 students) was taught using the conventional teaching method. The researcher selected a school with three fifth-grade science classes and controlled variables such as age (in months), Arabic language grades from the previous year, parentsʹ educational backgrounds, and IQ test scores, ensuring no significant differences between the groups in these variables. Six topics were selected from the fifth-grade Arabic grammar textbook, and 144 behavioral objectives were formulated. These objectives were validated by a panel of experts in Arabic language teaching methods and educational psychology. Lesson plans tailored to the Panel Discussion Strategy, The POSSE Strategy, and conventional teaching methods were developed and implemented for each group. This structured research design and carefully crafted tools provided reliable results for comparing the effectiveness of these teaching strategies. The researcher designed two tests: one to assess academic achievement consisting of 30 multiple-choice questions and another to eva‎luate critical thinking skills, also comprising 30 questions. These tests were administered before and after the experiment. The data collected were analyzed using SPSS software and statistical methods such as one-way ANOVA, LSD test, and indicators like question difficulty and discrimination indices. The analysis revealed the following results: 1-There is a significant difference between the experimental group that was taught using The POSSE Strategy strategy and circular debate strategy and the group that only used The POSSE Strategy strategy, favoring The POSSE Strategy. 2-There is a significant difference between the experimental group taught using The POSSE Strategy and the control group taught using the traditional method, in favor of The POSSE Strategy, with a positive difference of .(6057143). 3-There is a significant difference between the experimental group taught using the circular debate strategy and the control group taught using the traditional method, in favor of the circular debate strategy. The research also recorded several conclusions, recommendations, and suggestions. 4- The circular debate strategy fosters teamwork skills by creating a classroom environment that encourages scientific thinking. 5- The circular debate strategy promotes philosophical thinking by providing a safe, anxiety-free space for students to explore and think freely. Fear and anxiety inhibit philosophical thinking. The reasons for the superiority of The POSSE Strategy over the circular debate strategy and traditional methods are as follows: Teaching with The POSSE Strategy helped organize the content in an engaging way, capturing the studentsʹ attention. This strategy also enhanced collaboration among them and increased their interest in exploration and research, which ultimately contributed to their academic progress. Teaching with The POSSE Strategy led students to share ideas and information related to the Arabic grammar lesson, which contained interesting content. This exchange of ideas increased motivation and progress in learning the subject.

4