Teaching Literature and Arabic Texts using the Guided Imagery Strategy and its Impact on the Achievement of Fifth-Grade Science Female Students and their Future Thinking

Aims: The current research aims to identify the nature of teaching literature and Arabic texts using the guided imaginary strategy and its effect on the achievement of fifth-grade scientific female students and their future thinking. Methodology: In order to achieve the aims of the current research, a sample of (65) female students was selected randomly from Al-Shumoukh Preparatory School for Girls in Anbar/Iraq. The researcher distributed the sample into two groups; the first group is the experimental and the second group is the control group. The experimental group included (33) female students, while the control group included (32) female students. The experimental design with partial control was chosen. The researcher conducted a statistical equivalence between the two groups in the variables (age, previous achievement of the Arabic language, and the future thinking scale). The researcher then prepared an achievement test of (40) multiple-choice items, and a scale to measure the future thinking consisted of (24) items. Then the psychometric properties of both the scale and the test were verified, and the results showed that both have high validity and reliability. Results: After applying the program upon the experimental group and analyzing the data, the results showed that the students of the experimental group scored higher performance in the future thinking and the academic achievement than the control group.