The Effectiveness of Using Innovative Teaching Strategies in Improving Critical Thinking Skills among Students of the Faculty of Physical Education and Sport Sciences at Benghazi University

Abstract

   The study aimed to investigate the effectiveness of using innovative teaching strategies in improving critical thinking skills among students of the Faculty of Physical Education and Sport Sciences in Benghazi University. The researcher employed a quasi-experimental design. The study sample consisted of (64) students divided into two groups: an experimental group comprising (32) students and a control group comprising (32) students. The study instruments included: the Watson–Glaser Critical Thinking Appraisal standardized for the Libyan environment by Al-Senussi (2018), and the innovative teaching strategies program prepared by the researcher. The results of the study revealed statistically significant differences between the mean scores of the experimental group students on the pre- and post-administrations of the critical thinking scale in favor of the post-administration. The findings also indicated statistically significant differences between the mean scores of the experimental and control groups on the post-administration of the critical thinking scale in favor of the experimental group. Furthermore, no statistically significant differences were found between the mean scores of the experimental group students on the post- and follow-up administrations of the critical thinking scale two months after the completion of the program sessions.