The effect of the Julai model on developing convergent thinking among fifth-grade literary students in the subject of philosophy and psychology

The research aims to identify the effect of the Julai model in developing convergent thinking among fifth-grade literary students in the subject of philosophy and psychology. In order to achieve the goal of the research, the researcher formulated the following hypotheses: 1-There is no statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who study philosophy and psychology according to the Julai model and the average scores of the control group students who study the same subject in the usual way in the post test of convergent thinking. 2-There is no statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who study philosophy and psychology according to the Julai model in the pre and post test of convergent thinking. The researcher relied on the experimental design with partial control of the two experimental and control groups in the pre and post test of convergent thinking. The research sample consisted of two groups, one of them was the experimental group, Division (B), which will study the subject of philosophy and psychology according to the Julai model, with a number of (31) students, while the Division (A) represented the control group that will study the same subject according to the usual method, with a rate of (33 ) students, and the researcher made parity between the students of the two research groups in the following variables: (convergent thinking, chronological age calculated in months, educational level of fathers, academic level of mothers, general average for the previous academic year, intelligence test). The researcher adopted the convergent thinking test to measure his research variables, and the final test may consist of (6) skills and included (30) paragraphs, and the researcher verified its sincerity, stability and distinction. The researcher applied the pre-test for convergent thinking on Sunday (2/23/2021) before starting the experiment, and then applied the experiment on Wednesday (26/2/2021) and continued for a whole semester, ending on Monday (25/5/2021). After completing the experiment, the researcher applied the post-test for convergent thinking on Thursday (28/5/2021)