The Effect of the Alternative Evaluation Strategy on the Divergent Thinking of the Fourth Scientific Class Female Students in a Subject of Biology

Abstract

The research aims to identify the impact of the alternative evaluation strategy on the divergent thinking of fourth-grade students in biology by making sure of the following null hypothesis: There are no statistically significant differences at the level (0.05) between the average scores of the experimental group who study according to the alternative evaluation strategy,and the average scores of the experimental group who study according to the normal method in the divergent thinking test. The two researchers chose the experimental design with partial control for the two experimental and control groups with a post-test, and the two researchers deliberately chose (Al-Fidaapreparatory  school  for girls) to represent the research community that was identified with fourth scientific   class  students in government day schools of the Directorate of Education of Baghdad Governorate / Resafa2 for the academic year 2021 / 2022. The number of sample members (99) female students within two divisions, Division (A) an experimental group and Division (B) the control group. Valence was made between the two research groups in the following variables: the chronological age of the  female  students calculated in months, the prior knowledge test and the intelligence test, and the study tool represented by thedivergent thinking consists of (14) paragraphs, and the validity of the research tool was confirmed, after the experiment ended and the students’ answers were corrected and treated statistically using the SPSS statistical bag. The following results showed: There are statistically significant differences at the level (0.05) between the mean scores of the students of the two research groups in favor of the experimental group In the divergent thinking test, it reached (50.82)