The effectiveness of the dialogue-based learning and self-learning strategies in achieving geography and positive thinking among fourth-grade literary students

Abstract

This study aims to investigate the effectiveness of the dialogue-based learning and self-directed learning strategies in improving academic achievement in geography and enhancing positive thinking (self-confidence, adaptability, and optimism) among fourth-grade literary stream students. A quasi-experimental method was used, involving three groups: two experimental and one control. The researcher developed a geography achievement test and a positive thinking scale, applied both pre- and post-experimentally.

The results revealed statistically significant differences in favor of the experimental groups. Dialogue-based learning proved effective in enhancing academic performance and self-confidence, while self-directed learning had a significant impact on adaptability and optimism. A strong positive correlation was also found between academic achievement and positive thinking.

The study recommends adopting these strategies in teaching geography, integrating positive thinking skills into curricula, and training teachers in active learning methods to foster both cognitive and emotional development in students.