The Effectiveness of REACT Strategy in Teaching Home Economics on Developing Future Thinking Skills and Academic Flow among Secondary School Students

Document Type : Original research articles

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Department of Home Economics and Education, Faculty of Home Economics, Menoufia University, Egypt

Abstract

The research aimed to reveal the effectiveness of the REACT strategy in teaching home economics and developing future thinking skills and academic flow among high school girls. The study followed a descriptive and quasi-experimental methodology. The sample consisted of (60) first-year high school students divided into (30) for the experimental group and (30) for the control group at Kom Hamada Girls' Secondary School, Kom Hamada Educational Administration, Damanhour Directorate of Education, Al-Buhaira Governorate. Research tools included a measure of future thinking skills and a measure of academic flow. The results showed a statistically significant difference at the level of 0.01 between the average scores of the experimental and control groups in the post-application of the future thinking skills scale and its sub-dimensions in favor of the experimental group. There was also a statistically significant difference at the level of 0.01 between the average scores of the two groups in the post-application of the academic flow scale and its sub-dimensions in favor of the experimental group. Additionally, there was a positive and statistically significant correlation at the level of 0.01 between the scores of the experimental group in the post-application of both the future thinking skills scale and the academic flow scale.

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