English abstract
This study investigates the effectiveness of Alister Module in the development of ninth grade female students' achievement, future thinking skills on population issues, and their attitudes towards future population issues. The sample of the study consisted of (57) female students from grade nine of basic education. The sample was divided into two groups: the experimental group (n=30) and the control group (n=27).
To measure the effectiveness of the module, the researcher developed three instruments: future thinking skills test, consisting of open questions; achievement test, consisting of (20) multiple-choice questions, and attitude scale toward future of population issues, consisting of (40) items distributed into four domains - understanding of existing situation, trends, drivers, and possible /probable future. The validity of these instruments was examined by a panel of judges, and their reliability was examined by piloting them. Cronbach's alpha indicates that the reliability values of the tests were as follows: achievement test (0.71), future thinking skills (0.70), and attitudes scale (0.82).
The results showed significant differences in the mean of the two groups at (a=0.05) in favor of the experimental group in the achievement test, future thinking skills test, and attitudes towards future of population issues. The study recommended training social studies teachers to use Alister Module in their classroom.
