The effectiveness of Buxton's model in achieving and developing holistic thinking skills among fifth-grade literature students in history

Abstract

This research aims to identify the effectiveness of Buxton's model in improving the achievement and developing holistic thinking skills of fifth-grade literary students in history. To achieve this objective, the researcher employed an experimental approach and a two-group equivalent experimental and control design with pre- and post-testing. The research population consisted of fifth-grade literary students in government-run secondary and preparatory schools for boys under the General Directorate of Education in Salah al-Din Governorate during the second semester of the 2025-2026 academic year. The research sample comprised 62 students, divided into two sections of 31 students each (experimental and control groups). The researcher ensured the equivalence of the two groups in terms of the variables of age (calculated in months), intelligence, mid-year grades, and pre-test scores for holistic thinking. The researcher developed an achievement test consisting of 25 multiple-choice items and adopted the holistic thinking scale developed by Hawajneh (2014), which also consisted of 25 items. The validity and reliability of both instruments were confirmed, and SPSS statistical methods were used. The results showed the effectiveness of Buxton's model in improving achievement and holistic thinking, favoring the experimental group. A statistically significant difference was found between the pre- and post-tests of holistic thinking for the experimental group, with the post-test scores being higher. Based on these findings, the researcher recommends several measures, including the contribution of Buxton's model to increased achievement, improved student comprehension of scientific concepts, and enhanced ability to apply them compared to traditional methods. The researcher also recommends adopting Buxton's model in teaching history due to its effectiveness in raising academic achievement and developing holistic thinking. Furthermore, the researcher suggests exploring the effectiveness of Buxton's model in other subjects and educational stages.