The Effect of Using "Six Thinking Hats Strategy" to Improve Eighth Graders’ Reading Comprehension Skills and Developing their Creative Thinking skills at UNRWA Schools
Tamara Farid Sabri Al Masri
تمارا فريد صبري المصري
The present study aimed at investigating the effect of using the Six Thinking Hats Strategy on students' development in reading comprehension skills and creative thinking skills of eighth graders. The study has been applied on a sample of 8th graders in UNRWA schools, in Jericho district in the academic year 2019/2020. The population of the study was (256) students of 8th grade (124 male) and (132 female) from Aqbat jaber girls school, Aqbat jaber boys school and Ein El Sultan school. The sample included (82) female students divided into a control group of (41), which was taught by the normal method, and an experimental group (41), which was taught by using the six thinking hats strategy. A creative thinking test and reading comprehension test were prepared. Content validity and reliability was constructed for the instruments. It was (0.852) for the reading comprehension test and (0.976) for Torrance creative thinking test. The experimental lasted two months, a pre- test and a post-test were performed using the reading comprehension test and the creative thinking test to measure the effect of using the six thinking hats strategy. The means and standard deviation, (3-way ANCOVA) test, were used in the study. The findings of the study showed that there is statistically significant difference in the effectiveness of using the Six Thinking Hats strategy in improving the reading comprehension skills of 8th graders at UNRWA schools in Jericho due to the teaching method and in favor of the experimental group. In addition, there is statistically significant difference in the effectiveness of using the Six Thinking Hats strategy in developing creative thinking among eighth graders at UNRWA schools in the Jericho due to the teaching method and in favor of the experimental group. Based on those findings, activities and exercises depending on using the six thinking hats strategy should be prepared to enable students to comprehend and to think creatively, and not to be limited to iv those that focus on information and knowledge. Special training courses and workshops for teachers should be held to apply the six thinking hats strategy.