The Effectiveness of Self-Organized Learning in Academic Achievement Among Fifth-Grade Female Students in the Scientific Branch in Islamic Education and their Coordinative Thinking

Aims: This study investigates the effectiveness of self-regulated learning on academic achievement in Islamic education and on the development of coordinating thinking among fifth-grade science students. Methodology: The sample comprised 70 fifth-grade female science students, randomly assigned to experimental and control groups, with 35 students in each. Two instruments were used: (1) an academic achievement test consisting of 30 multiple-choice items, and (2) a Coordinating Thinking Scale (CTS) with 40 binary-response items (scored 1 for the presence of the trait and 0 otherwise). The psychometric validity and reliability of both tools were verified. Results: Findings revealed statistically significant differences between the experimental and control groups in academic achievement, favoring the experimental group. Similarly, significant differences were found in CTS scores, again favoring the experimental group. These results support the effectiveness of self-regulated learning in enhancing both academic achievement and coordinating thinking, leading to the rejection of the null hypotheses and acceptance of the alternative hypotheses. Conclusions: The study concludes that self-regulated learning significantly enhances both academic achievement and coordinating thinking among fifth-grade science students in Islamic education. These findings highlight the value of incorporating self-regulated learning strategies into instructional practices to foster deeper learning and cognitive development in primary education.