the effect of the (Color–Symbol–Image) Strategy on the visual thinking skills of second-grade intermediate school female students in the subject of Reading and Texts

Abstract

The present study aimed to investigate the effect of the (Color–Symbol–Image) Strategy on the visual thinking skills of second-grade intermediate school female students in the subject of Reading and Texts. To achieve this objective, the researcher formulated the following null hypothesis: There is no statistically significant difference at the (0.05) level between the mean scores of the experimental group students who study Reading and Texts using the (Color–Symbol–Image) Strategy and those of the control group students who study the same subjects using the traditional method on the post-visual thinking test. The research population consisted of second-grade intermediate school female students enrolled in intermediate schools affiliated with the General Directorate of Education of Baghdad / Al-Karkh Third. Al-Amal Intermediate School was randomly selected to represent the research sample. The school comprised four classes, from which Class (C) was randomly assigned as the experimental group, consisting of (30) students, while Class (D) was assigned as the control group, consisting of (32) students. To measure visual thinking, the researcher developed a test consisting of (28) items, including (12) multiple-choice items and (16) essay items. After administering the test and analyzing the results, a statistically significant difference was found in favor of the experimental group. The findings indicate that the (Color–Symbol–Image) Strategy has a positive effect on developing visual thinking skills among second-grade intermediate school female students.