The Effectiveness of the Generative Learning Strategy in Developing Productive Thinking Skills in English among Ninth-Grade Female Students

Abstract

This study aimed to determine the effectiveness of the generative learning strategy in developing productive thinking in English among ninth-grade female students. The quasi-experimental approach was used. The study sample consisted of (30) ninth-grade female students at Umm Al-Amad Mixed Basic School in the Salt District Directorate during the second semester of the 2024/2025 academic year. The experimental group consisted of (15) students, and the control group consisted of (15) students. A test to measure productive thinking skills was administered to them, consisting of (24) questions distributed across (8) domains. The test's validity and reliability were verified, and a teacher's guide was prepared to teach a unit using the generative learning strategy. The study results showed a statistically significant effect at the significance level (a = 0.05) of the generative learning strategy on developing general productive thinking skills. In light of the results, the study recommended the need to hold training courses for English language teachers to familiarize them with modern teaching strategies, including the generative learning strategy.