The Effect of the SWOT strategy on the Achievement of Female Students in the College of Education for Women and the Development of their Analytical Thinking in the Curriculum and Textbook Course

Abstract

The current research aims to identify the effect of the SWOT strategy on the achievement and development of analytical thinking in the curriculum and textbook course of female students at the College of Education for Women. To achieve the objectives of the research, a sample of 60 female students from the Department of Quranic Sciences at the College of Education for Women, enrolled in the morning study program, was randomly selected. The researcher developed an achievement test consisting of 50 multiple-choice items and 10 essay items. In addition, an analytical thinking test was developed comprising 30 items distributed into three skills: analysis (10 items), comparison (10 items), and inference (10 items). As for the analytical thinking test, it contained 30 items. The test was reviewed by specialists and experts in curricula and teaching methods as well as educational psychology to ensure its validity. The researcher used several statistical methods to analyze the collected data, including Cronbach's alpha, one-sample t-test, and independent-samples t-test. The findings of the research revealed that there are significant differences in pre-posttests between control and experimental groups that are studying analytical thinking in the curriculum and textbook course by adopting the SWOT strategy. The research recommends a set of recommendations and suggestions.