The Effectiveness of the World Café Strategy on Achievement and Ingenious Thinking among First-Grade Intermediate Students in Biology

Abstract

This study aimed to investigate the effectiveness of the World Café strategy in developing ingenious thinking skills among first-grade intermediate students in biology. The research problem emerged from the noticeable weakness in students’ ability to practice higher-order thinking due to the continued reliance on traditional teaching methods that lack interaction and participation. The researcher adopted a quasi-experimental design, selecting a sample of 60 students, divided into two groups: an experimental group taught using the World Café strategy, and a control group taught with the traditional methods.  

To measure the strategy’s impact, the researcher developed an ingenious thinking test that consisted of six main dimensions. After verifying its validity and reliability, the test was administered to both groups after the experiment. Results from the t-test revealed statistically significant differences in favor of the experimental group, indicating the effectiveness of the strategy in developing ingenious thinking skills.

The researcher attributed these results to the interactive and dialogue nature of the strategy, which provides a collaborative learning environment that motivates students to express themselves, generate ideas, and exchange viewpoints. In light of these results, the study recommends adopting the World Café strategy in teaching scientific subjects and preparing training programs for teachers to apply it effectively in classrooms. It also suggests conducting similar studies in other grades.