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Title: Seek, Read, Present, Question (SRPQ) : a feasibility study of an integrated strategy to teach history and critical thinking in a high school in Saudi Arabia
Author: Almalki, Modhi Yahya M.
ISNI:       0000 0004 7968 9989
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2019
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The growth of technology in the twenty-first century drives school education to use digital resources and communication tools for teaching and learning. Students need to be able to retrieve, select and collate useful information from a wealth of digital sources; to judge the suitability and reliability of the retrieved information; and to decide whether to process the selected information. They, therefore, need to master information literacy and critical thinking skills for their success in learning advancement. The key reason for this feasibility study is to propose a new strategy (Seek, Read, Present, Question: SRPQ) for education in Saudi Arabia that relies on technology in a collaborative learning situation to teach 'History' with critical thinking in Saudi girls' schools. It also seeks to figure out the extent to which this new strategy is applicable and acceptable for both teachers and students so that students can successfully learn the curriculum whilst develop their critical capabilities. This study employed mixed methods to address the central questions where collaborative action research was the key approach, alongside interviews, unstructured observations and participants' reflective perspectives at the end of the study. Each data source has been analysed separately. The data was gathered from interviews with teachers and students who participated in this study; tests of achievement; students' and teachers' perspectives who transferred the strategy proposed in this study into their classroom; and the feedback that came from the schools' inspector who attended some lessons. The data was obtained over the course of twelve weeks, when the study was conducted, to answer the main research questions. The study concludes that the SRPQ strategy is likely to be a practical and usable strategy to teach students their history curriculum in classroom, as the students made progress in their achievement tests. It may also be feasible to teach aspects of critical thinking. Both teachers and students found it acceptable in the classrooms. Further research about this strategy is recommended.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available