Abstract:

The current study aims at identifying the effect of the contradictory-events strategy on the ability of the students at the College of Education for Women to acquire and develop the historical thinking skills in the pre-Islamic subject. To achieve this aim, the following hypotheses are formulated: 1. There is no statistically significant difference at the level of significance 0,05 between the mean scores of the experimental group and the mean scores of the control group in the post-test of the academic achievement in the pre-Islamic history subject. The subjects of the study are first year students. 2. There is no statistically significant difference at the level of significance 0,05 between the mean scores of the experimental group and the mean scores of the control group in the post-test of the historical thinking skills. 3. There is no statistically significant difference at the level of significance 0,05 of the mean scores of the experimental group in the pre- and post-tests. The subjects are 42 female students who were intentionally selected in the academic year 2018-2019. The research tools involves formulating a test of the historical thinking skills and another one for the achievement of the pre-Islamic history subject. The two researchers have applied the experiment that lasted for a whole semester and analyzed the results using the statistical bag SPSS. The study has arrived at the conclusion that there is a statistically significant difference between the mean scores of the experimental group taught using the contradictory-events strategy and the control group taught using the traditional methods according to the historical thinking skills test and the achievement post-test of the history subject at the level of significance 0,05.

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