The Imaginative Thinking Skills of History Teachers for the Fifth Literary Grade and their Relationship to the Achievement and Spatial Ability of their Students

Abstract

The current research aims to identify:

• Identifying the imaginative thinking skills of the history teachers of the fifth literary class.
• Recognizing the spatial ability of the fifth literary grade students.
• The correlation between the imaginative thinking skills of the history teachers of the fifth literary grade and the average achievement scores of their students.
• Correlational relationship between imaginative thinking skills and average spatial ability scores.

The researcher adopted the descriptive, correlative approach as a method for his study if the current research community was determined by the history teachers of the fifth literary grade, who numbered (401) affiliated to the Directorate of Diyala Governorate, and the sample of students amounted to (4864) representing all secondary schools in Diyala Governorate.

To achieve the objectives of the research, the first two tools must be available to measure (imaginative) thinking skills. Ideas were distinguished (the number of paragraphs reached (7), the third field (the skill of transformative thinking) and the number of paragraphs reached (8), and the fourth field (the skill of mental experiment) reached the number of paragraphs (9).

As for the second tool, it is the selection of spatial ability, if the researcher adopted the test of spatial ability prepared by (Abdullah and Al-Kaabi, 2018) and referred to by Al-Khuzaei and Hammoud (2020), and the test consisted of (20 items), as the data were processed using statistical methods. In light of the results obtained, the researcher concluded a set of conclusions, recommendations and suggestions.