The effectiveness of the problem tree strategy in developing higher-order thinking skills among eighth-grade students in the science subject

Abstract

Active learning is considered an effective method for developing higher-order thinking skills, as it encourages students to engage and participate through activities such as discussions, problem-solving, and practical projects. Therefore, the current research aims to identify the effectiveness of the Problem Tree Strategy in developing higher-order thinking skills among eighth-grade students in the science subject.

The researcher adopted a quasi-experimental design. The sample included (53) students in Duhok city (26) students in experimental group taught using the problem tree strategy, and (27) students in the control group taught using the traditional method.

 The researcher also prepared daily lesson plans for both groups and submitted two of them to a panel of experts to ensure their validity and appropriateness for eighth-grade students.

Additionally, the researcher developed a test to measure higher-order thinking skills in science, consisting of (25) multiple-choice questions, aligned with a test blueprint (table of specifications). The test's validity, reliability, difficulty and ease levels, discrimination indices, and the effectiveness of distractors were all verified.

After completing the experiment, the higher-order thinking skills test was administered to both groups. Upon statistical analysis of the results using the independent samples t-test, findings revealed that the experimental group outperformed the control group in the higher-order thinking skills test.