The Effect of the "Learn Together" and "Information Recycling" Strategies on Creative Writing and Cultural Dialogue among Fifth-grade Students

Abstract

       This research aims to identify the effect of the “Learn Together” and “Information Recycling” strategies on creative writing and cultural dialogue among fifth-grade science students. To achieve this, the researcher adopted an experimental design with partial control and a post-test for three groups, two of which were experimental and the other a control group. The researcher randomly selected (Ibn Al-Sikkit Intermediate School), the center of Babylon Governorate, and in the same way, Section (B) was chosen to represent the first experimental group with (31) students, Section (C) was chosen to represent the second experimental group with (34) students, and Section (A) was chosen to represent the control group with (33) students. The researcher prepared behavioral objectives, and prepared daily plans for teaching the research groups. He also prepared the research tools. He prepared a test for creative writing consisting of (18) objective and essay paragraphs, and prepared a cultural dialogue scale consisting of (28) paragraphs. The researcher relied on The five-point Likert scale was included in the scale. After statistically analyzing the results, the researcher concluded that: The students of the first and second experimental groups, who studied the reading material using the “Let’s Learn Together” strategy and information recycling, outperformed the students of the control group, who studied the same material using the traditional method, in the creative writing test and the cultural dialogue scale. In light of these results, the researcher recommended the necessity of using the “Let’s Learn Together” and “Information Recycling” strategies in teaching reading topics, due to their positive impact on improving students’ learning.