The Effect of Mental Perseverance Strategy for Teaching Arabic Language for Developing Reading Comprehension and Divergent Thinking Skills among First-Year Literary Secondary School Students

Abstract

The current paper examines the impact of employing a mental perseverance strategy in teaching Arabic language, with a focus on enhancing reading comprehension and fostering divergent thinking skills in first-year literary secondary students. The sample included 77 students from Aqaba Governorate, divided into two groups: an experimental group exposed to the mental perseverance strategy and a control group that received traditional instruction. The first group, a total of (37) students, was chosen as a control group taught in the usual way, and the second group, a total of (40) students, was chosen as an experimental group taught using mental perseverance. To determine the effect of the mental perseverance strategy, it was conducted. Preparing two tests, the first a test in reading comprehension skills and the second a test in divergent thinking skills. The validity and reliability of the two tests were verified. The strategy was applied to the study sample for a period of four weeks, two classes per week. The study concluded that using the mental perseverance strategy had a clear impact on improving the skills of reading comprehension and divergent thinking. The observed difference was statistically significant, with the results favoring the experimental group.