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

Rashid, Yasir Khalaf; Homud, Wisam Kafi

doi:10.37653/juah.2025.157823.1337

	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
Journal of University of Anbar for Humanities
Volume 2025, Issue 3, September 2025, Pages 723-751 PDF (4.64 M)
Document Type: Research Paper
DOI: 10.37653/juah.2025.157823.1337
Authors
Yasir Khalaf Rashid¹; Wisam Kafi Homud^* ²
¹University of Anbar - College of Education for Humanities
²General Directorate of Education in Anbar
Abstract
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.
Keywords
Self-organized learning; Academic achievement; Coordinative thinking; Islamic education

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