The Impact of Using the "Express-Plan-Evaluate" Strategy in Teaching Science on the Academic Achievement and Development of Inferential Thinking Skills of Second Intermediate Grade Students.

mohammad Al-Shehri


This study aimed at identifying the effect of using the "Express - Plan - Evaluate" Strategy in teaching science on the academic achievement and the development of the inferential thinking skills among second intermediate grade students. The study was conducted on a sample of (52) students divided into two groups: a control group and an experimental group. A multiple-choice achievement test and an inferential thinking skills test were administered to the two groups as pre-post testing. The results of the study showed that there was a statistically significant difference in the achievement test between the experimental and control group, and in favor of the experimental group, who studied according to the "Express - Plan - Evaluate" Strategy. There were also statistically significant differences in the inferential thinking skills test between the experimental and control group, and in favor of the experimental group. The study recommends using the "Express - Plan - Evaluate" Strategy to effectively teach other subjects of science and to hold training sessions for teachers of science on the use of "Express - Plan - Evaluate" Strategy in order to help them replace the traditional methods of teaching that are dependent on recall and memorization.

Full Text:



Abu Atherra (2010). The impact of employing “express-plans-evaluate” strategy in mathematics teaching on the development of inference thinking skills. Unpublished Master Thesis, Islamic University, Gaza.

Abu Jado. S, and Nouvel, M. (2013). Teaching Thinking: Theory and Practice. Dar al- Marcha, Amman, Ed 4.

Ahmed, S. A., and Habbad, M. M. (2014). The effectiveness of a training program based on reciprocal teaching strategies and (express-plans-evaluate) strategy on the achievement and development of inferential thinking in mathematics for primary school for girls. Al-Azhar University Education Journal, 158(1). p. 53- 106.

Al-Ahmari, S. A. (2015). The effectiveness of teaching science using a model based on Addai Scher in acquiring scientific concepts and developing inferential thinking skills in science among first-intermediate grade students. An unpublished master's thesis, King Khalid University.

Al-Atoum, A. Al-Jarrah, A., and Bishara, M. (2015). Development of thinking skills: theoretical models and practical applications. Dar al-Marcha, Amman.

Al-Mukhim, I., and Abu Maghnam, K. (2014). The effect of employing some strategies for differential teaching (SKAMBAR, roundhouse shape, express-plan- evaluate) in teaching geography on the achievement and developing divergent thinking skills among first-year high school students. Journal of the Educational Association for Social Studies, Issue 8, March, pp. 179-252.

Al-Qahtani, J. (2016). The impact of teaching science using the structural analysis model on the development of scientific concepts and inference thinking skills in middle-class first-graders. Unpublished Master Thesis, King Khalid University, Abha, Kingdom of Saudi Arabia.

Al-Qamash, M. and Al-Jawlada, F. (2016) Teaching Thinking. Al-Thaqafah House for Publishing and Distribution. Oman.

Al-Sa'ar, N. (2002). Introduction to creativity. Wael Publishing House, Amman, 1st ed.

Al-Shamati, O. A. and Al Mahfouz, M. Z. (2019). The impact of using "express-plan- evaluate" strategy in teaching jurisprudence on achievement and developing creative thinking skills among middle-class students. Shaqra University Journal, Issue 12.

Al-Shuwaili, Haidar (2016). The effect of "express-plan-evaluate" strategy in achievement and transmitting the effect of learning and its retention among middle school students in Arabic grammar. Basra Research Journal (Humanities) 41(3) pp. 366-337.

Awad, Z. (2016). The effectiveness of using the two strategies "express-plan-evaluate" and Numbered Heads Together on achievement and retention among second- intermediate grade students in mathematics, Thi Qar Journal, 11(3), pp. 52-83.

Benson, M.(2005).The effectiveness of (express- plan- evaluate) strategy in developing achievement and reasoning thinking mathematics for secondary school. Journal of education technology research and development. 45(1), 51-46.

Farrajallah, A.K.M.(2017).The impact of employing the(express- plan- evaluate) strategy in gaining some mathematical skills and maintaining the impact of learning among low achieving sixth-grade students.International Journal of Mathematics Trends and Technology. 50(1). 58-70.

Hassan, A. N. (2019). The impact of using the “express-plans-evaluate” strategy in the achievement of geography subject among students of the Fifth grade. An unpublished master's thesis, Ibn Rushd College, Baghdad.

Janabi, M. M. (2019). The impact of using the “express-plans-evaluate” strategy in mathematics and conceptual comprehension development among fifth-grade students. Journal of the Faculty of Education of Humanities. 26(4), 450-475.

Jarwan, Fathi (2002). Creativity: its Concept, Standards, Components, Theories, Properties, Phases, Measurement, and Training. Dar Al Fikr for Printing, Publishing, and Distribution, Amman, 1st edition.

Odeh, A. (1985). Measurement and evaluation in the teaching process, National Press, Irbid, 1st Ed.

Rihan, T. (2015). The impact of employing a strategy (think-pair-share) compared to the “express-plans-evaluate” strategy in developing the skills of mathematical thinking among ninth-grade students in Gaza. Unpublished Master's Thesis, Al- Azhar University, Gaza.

Saeed, A. H. (2004). The effect of using an "express-plan-evaluate" strategy on developing the skills of scientific research for first-year secondary students in physics. Research published in the eighth scientific conference, "Absent Dimensions in science curricula in the Arab world." Egyptian Association For Scientific Education, July 25-28, vol. 1, pp. 7-72, Ismailia.

Qatami, N. (2002). Teaching Thinking to Children: Dar Al-file for Printing, Publishing and Distribution, Amman, Jordan.

Qatami, N. (2013). The Schwartz model and teaching thinking, Dar Al Masirah, Amman.

Qatami, Y. (2014). A guide in teaching thinking. Dar al- Masirah, Amman, 1st Ed.

Zahrani, B. D. (2014). The effectiveness of using computers in teaching mathematics on academic achievement and inference thinking and the attitudes towards it.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License


If you find difficulties in submitting manuscript please forward your doc file to Our support team will assist you in submission process and other technical matters.

In order to get notifications on inbox please add in your email safe list.

Journal of Arts and Humanities (Print) ISSN:2167-9045

Journal of Arts and Humanities (Online) ISSN: 2167-9053

[Journal of Arts and Humanities previously published by MIR Center for Socio-Economic Research, MD, USA. From February 2018 this journal is published by the LAR Center Press, OR, USA]