Effectiveness of the triangle of listening strategy in the creative thinking of chemistry for fifth graders (bio)

Abstract

The current research is aiming at identifying the effectiveness of teaching via (listening
triangle strategy)in the creative thinking of chemistry for students in the fifth grade of
science (biology), by verifying the following hypothesis:
There is no statistically significant difference at the level of 0.05 between the average
scores of the students of the experimental group that studied withthe listening triangle
strategy and the average scores of the control group students that were taught with the
traditionalmethodin creative thinking of chemistry.
The targeted sample consisted of 75 students of the fifth scientific grade, as they were
distributed into two groups, the control group, and the experimental group. The two
groups were equivalent in the following variables:
(Age in months, previous information in chemistry, previous achievement in chemistry,
and the scale of creative thinking). The researcher prepared the teaching plans in
accordance with this strategy, besides, the researcher adopted the creative thinking scale,
the Torrance Test for the Iraqi environment by (Khairallah, 1975).
The study indicated that there is a statistically significant difference for the group that
studies according to the listening triangle strategy in the creative thinking of the fifthgrade
scientific (biological) students of chemistry in relation to the control group.
Therefore, The researcher recommended the use of the (listening triangle) strategy in
teaching chemistry and suggested conducting other studies for other stages as well as
different study materials to identify the effectiveness of the (listening triangle) with other
dependent variables such as (problem-solving, scientific reconnaissance, motivation, and
scientific enlightenment).