The Effect of a Program Based on (TPACK) Framework Using Interactive Software on the Acquisition of Lateral Thinking Skills among 8th Grade Jordanian Students in Light of Spatial Ability

This study aimed to examine the effect of a program based on the TPACK framework, utilizing interactive software, on the development of lateral thinking skills among eighth-grade female students in Jordan, considering their spatial ability levels. A quasi-experimental design was adopted, involving a sample of 88 students from a public school in the Balqa/Al-Salt Directorate, divided equally into an experimental group and a control group (44 students each). The study employed a lateral thinking skills test and a spatial ability scale. Findings revealed statistically significant differences (α = 0.05) in post-test scores in favor of the experimental group. However, no statistically significant interaction was found between the instructional method (TPACK) and the level of spatial ability (high or low). Based on these results, the study recommends incorporating the TPACK framework into instructional practices and employing interactive software as an effective tool to foster lateral thinking skills among students