The Effectiveness of a Teaching Model Based on the Theory of Successful Intelligence on Enhancing Scientific Inquiry and Systemic Thinking Skills in Science among Third-Year Al-Azhar Preparatory Students

Omara, Mohammed Taha Fahmy

doi:10.21608/jsrep.2025.429583

The Effectiveness of a Teaching Model Based on the Theory of Successful Intelligence on Enhancing Scientific Inquiry and Systemic Thinking Skills in Science among Third-Year Al-Azhar Preparatory Students

Document Type : Original Article

Author

Mohammed Taha Fahmy Omara

Curriculum and Instruction, Faculty of Education, Al-Azhar University.

10.21608/jsrep.2025.429583

Abstract

This study aimed to enhance scientific inquiry and systemic thinking skills in science among third-year Al-Azhar preparatory students by developing and implementing a teaching model grounded in the Theory of Successful Intelligence. A quasi-experimental design was employed using the pretest-posttest control group design, involving a sample of 60 students selected from institutes affiliated with Khanka Educational Administration in Al-Qalyubia Al-Azhari Region. The students were randomly assigned to either an experimental group or a control group. Two assessment tools were developed by the researcher: one to measure scientific inquiry skills and another to assess systemic thinking skills within the context of chemical reactions. The results indicated statistically significant differences at the 0.05 level between the mean post-test scores of the experimental and control groups in favor of the experimental group across both scientific inquiry and systemic thinking skills, including their sub-skills. The proposed teaching model demonstrated strong effectiveness, with large effect sizes calculated using Eta squared (η²): 0.55 for scientific inquiry skills and 0.47 for systemic thinking skills. These findings underscore the potential of the model to foster meaningful improvements in students’ scientific thinking. Considering these findings, the study offers a set of recommendations and suggestions for further research and instructional practice.

Keywords

References

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