فاعلية إستراتيجية التساؤل الذاتي في تنمية مهارات البحث العلمي لدى طالبات الدراسات العليا في تخصص مناهج وطرق تدريس التربية الإسلامية

The Effect of Using the Self-Questioning Strategy on Developing Scientific Research Skills Among Female Postgraduate Students in Islamic Education Curricula

Abstract

The study aimed to investigate the impact of the self-questioning strategy on developing scientific research skills among female students enrolled in the "Research Seminar" course in the Methods and Curriculum of Islamic Education at the postgraduate level at the College of Education, Al-Baha University. To achieve this objective, the quasi-experimental method with a one-group design (pre- and post-tests) was employed to examine the impact of the self-questioning strategy on developing scientific research skills. The sample consisted of 14 students, who were assessed using a scientific research skills checklist before the teaching process (pre-test). They were then taught the course using the self-questioning strategy. After completing the course, the same checklist was applied as a post-test. The results revealed statistically significant differences at the 0.05 level between the mean ranks of the pre-test and post-test scores in scientific research skills in favor of the post-test. Additionally, a substantial effect of the self-questioning strategy was observed among the experimental group, with an effect size (r) value of 0.88. This indicates the effectiveness of using the self-questioning strategy in enhancing scientific research skills among postgraduate students in the Methods and Curriculum of Islamic Education program.