The Effect of Directed Inquiry And Cooperative Learning On The Achievement of First Intermediate Class Pupils In Islamic Education

(68) " (21) " () (23) " () (24) " () () " " : ( ) (42) ( 21) (0.94) (40) : ( 21) :1- .2- .3- .The current research aims to know the effect of using directed inquiry and cooperative learning on the achievement of first intermediate class pupils in islamic education . The researcher used the empirical design of the equivalent groups two experimental and control groups . The sample consisted of (68) pupils divided into (21) pupils at the empirical group representing class (A) who studied Islamic education using directed inquiry ,(23) students at the second empirical group representing class (B) who studied the material using cooperative learning and (24)students in the control group represented class (C) studying traditionally . The researcher made an achievement test in Islamic education consisting of (completion , right and wrong , multiple choices of three alternatives) variables of (42) items. The reliability of the content of the achievement test was valid by presenting it to a panel of experts in methodology , psychological and educational sciences.The stability, however, was found using Korder Richardson (21) equation reading (0.94) .The experiment lasted (40) days . The following statistical means were used : unilateral variance analysis , chivet way , ski square ,item difficulty equation item distinction equation and Korder Richardson (21) equation .The researcher concluded the Following :1- Statistically significant difference is found between the first experimental group and the control one in achievement with a bias towards the former .2- No statistically significant difference is found between the second experimental group and the control one in achievement .3- No statistically significant difference is found between the first and second experimental group in achievement .Given the above mentioned findings , the researcher came with a number of recommendations and suggestions.