Teaching History to Eleventh Grade Students by Using Discovery and Dialogue Methods and its Effect on their Critical Thinking and Achievement

Jawdat Ahmad Saadeh, Salah Ghanem Al-Dhafiri


This study aimed at knowing the effect of discovery and dialogue methods on the critical thinking and achievement of the eleventh grade students. To achieve this objective, the researchers prepared an achievement test and adopted the Watson-Glaser test for critical thinking.
The sample consisted of three sections with a total (57) students, which selected randomly: the first experimental group was taught the Islamic History by dialogue method, the second experimental group was taught by discovery method, and the control group was taught the by the traditional method.
The researchers used ANCOVA, and Schefee test for multiple comparisons. The results showed that there were statistical significant differences at the level (0.05) between students' critical thinking and achievement, in favor of those who studied history by using dialogue and discovery methods, when compared with those who studied history by using the traditional method. Some recommendations were proposed in the light of these results.


Dialogue, Discovery, Critical Thinking, Teaching History, Achievement

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