The Effect of Using an Educational Module Based on the Generative Education Strategy in Developing Reading Comprehension and Reflective Thinking among Middle School Students

Abstract

     This study aims to explore the effect of using an educational module based on the generative education strategy in developing reading comprehension and reflective thinking among middle school students. The quasi-experimental approach has been used. To achieve the study’s goals by using the generative education strategy, the module has been designed to amend the content of the course (Loghaty Alkhalidah) of the second intermediate class. The academic achievement test has been built based on reading comprehension skills and reflective thinking. The validity and reliability of the study tools have been proved.

     The study sample consists of (42) female students from the second intermediate class; (21) students for the experimental group and (21) for the controlling group. The academic achievement test for reading comprehension skills and reflective thinking skills has been applied before and after the implementation of the study experiment.

The results have revealed that there are statistically significant differences between the averages of the two study groups in each of the two tests in favor of the experimental group. The effect is high in each of the two tests, and in favor of the experimental group. The results also have revealed that there is a statistically significant correlation in the post test between the academic achievement of the skills of reading comprehension and the reflective thinking in the experimental group.  The study has recommended to establish teaching guidebooks based on the generative education strategy to enrich the experiences of teachers in the field.

    The study has also suggested the need for more scientific research in the field of employing generative education in developing various language skills and joining them to the development of high-level thinking skills.