Effect of employing the constructive-systemic approach to teaching reading in developing contemplative thinking skills among secondary school students in the Republic of Yemen

Abstract

The study aimed at identifying the effect of employing the constructive-systemic approach to teaching reading in developing contemplative thinking skills among secondary school students in the Republic of Yemen. To achieve the objectives of the study, the researcher used the descriptive and semi-experimental approaches by choosing the two groups because of their suitability to the nature of the research. After applying and analyzing the data statistically, the results showed: There are statistically significant differences at the level of significance (0.05) between the mean scores of the experimental and control groups in the post application of the contemplative thinking skills test After applying and analyzing the data statistically, the results showed: There are statistically significant differences at the level of significance (0.05) between the mean scores of the experimental and control groups in the post application of the contemplative thinking skills test, yield in favor of the experimental group and attribute to the independent variable. In addition, there were statistically significant differences at the level of significance (0.05) in the two applications, pre and post, to test the contemplative thinking skills of the experimental group, yielding in favor of the post application, where the effect size was (0.87). This indicates the effectiveness of the constructive-systemic approach in developing contemplative thinking skills. The study recommended the need to employ the constructive-systemic approach in teaching all branches of the Arabic language because of its impact on the development of contemplative thinking skills, as well as the inclusion of constructive-systemic forms in the reading course that contribute to improve the performance of secondary school students.