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هدف البحث الحالي إلى التعرف على مستوى اليقظة العقلية لدى طلبة المرحلة الثانوية العامة، وكذلك الكشف عن تأثير بعض المتغيرات مثل النوع (ذكور -إناث)، والصف الدراسي (الصف الثاني الثانوي -الصف الثالث الثانوي)، والتخصص الدراسي (أدبي -علمي) على اليقظة العقلية، وتكونت عينة البحث من (٤٩٥) طالبا وطالبة، طُبق عليهم مقياس اليقظة العقلية من خلال المواقف الحياتية (من إعداد الباحثة)، وتم استخدام المنهج الوصفي الفارق، وباستخدام المتوسطات الحسابية، والانحرافات المعيارية والمتوسطات الوزنية، واختبار (ت) لعينتين مستقلتين؛ توصلت النتائج إلى وجود مستوى مرتفع من اليقظة العقلية لدى طلبة المرحلة الثانوية العامة، وكذلك توصلت إلى عدم وجود فروق دالة إحصائيا تعزى للنوع في الدرجة الكلية لليقظة العقلية وأبعادها المختلفة ما عدا بعدي الوصف، وعدم التفاعل مع الخبرات الداخلية حيث وجد فيهما فروق دالة إحصائيا لصالح الإناث في بُعد الوصف ولصالح الذكور في بُعد عدم التفاعل مع الخبرات الداخلية، بينما توصلت إلى وجود فروق دالة إحصائيا تعزى للصف الدراسي في الدرجة الكلية لليقظة العقلية وأبعادها المختلفة وذلك لصالح الصف الثالث الثانوي ما عدا بُعد عدم الحكم على الخبرات الداخلية والتي لم توجد فيه فروق دالة إحصائيا تعزى للصف الدراسي، في حين توصل إلى عدم وجود فروق دالة إحصائيا تعزى للتخصص الدراسي في الدرجة الكلية لليقظة العقلية وأبعادها المختلفة.

Objectives: This study investigated the impact of project-based learning (PjBL) within a blended learning (PjBL-BL) approach on developing creative thinking skills among tenth-grade students studying Physics. Methodology: The study used a quasi-experimental design involving two classes, one using PjBL-BL and the other following traditional teaching methods as a control group. The Torrance Test of Creative Thinking (Form B) was used to measure the two groups' creative thinking differences. Results: The study's key findings revealed that the PjBL-BL group exhibited statistically significant differences in creative thinking compared to the traditional teaching group, with PjBL-BL positively impacting creative thinking skills. This suggests that integrating blended learning within project-based learning can enhance the teaching of Physics concepts by providing opportunities for practical implementation. Conclusion: The study advocates revising Physics curricula for diverse scientific skills, urging further research on how blended learning in projects enhances students' grasp of Physics concepts and practical application of theoretical knowledge.

Sentence fluency, which refers to the rhythm, flow, and readability of written text, is a critical dimension of effective writing. It involves crafting sentences that vary in length and structure, connect smoothly, and guide readers effortlessly through ideas. For English as Foreign Language (EFL) learners, especially at the secondary school level, developing sentence fluency is a major hurdle. Limited vocabulary, reliance on first language patterns, and restricted exposure to authentic English often result in writing that is either fragmented, overly simplistic, or marked by awkward repetition. Consequently, while students may express relevant ideas, their texts often lack the natural cadence and stylistic polish expected in proficient writing. Digital literacy offers innovative solutions to these challenges by providing interactive platforms that promote fluency practice. Writing applications, collaborative tools, and automated feedback systems encourage learners to experiment with sentence variation, cohesion, and rhythm. Digital platforms also allow for multiple drafting, peer review, and teacher-guided scaffolding, fostering greater awareness of stylistic choices. Evidence suggests that students using digital tools produce writing with smoother transitions, varied structures, and improved readability compared to those relying solely on traditional methods. Overall, integrating digital literacy into fluency instruction transforms writing into a more dynamic, reflective, and engaging process, highlighting the need for blended pedagogy and teacher training in technology-enhanced approaches.

The study aimed to utilize interactive teaching strategies as a means to develop writing expression skills. The research was conducted on topics from the second year of secondary school scientific and technical streams, using a descriptive and limited model approach. Several strategies were selected and applied to a single topic over three sessions. The study concluded with several key findings: - Adopting interactive teaching strategies can effectively transform the proposed topic into practical, application-based activities that enhance the learning process. The study also emphasized the importance of carefully selecting interactive teaching strategies that are relevant to the topic and suited to the learners' characteristics. It recommended aligning the educational content with the subject matter and pedagogical context. Moreover, it stressed the need to utilize information and communication technologies and to maintain coordination with educational specialists to ensure continuous research and development.

This study aimed to explore the effect of activity-based teaching on academic achievement and motivation of secondary school students in Najran region. An experimental research design was used to collect data from a study sample that consisted of 43 high school students who were randomly selected. The study tools were an achievement test and a motivation scale. These instruments were implemented during the first semester of the academic 1443/ 1444. The results of this study showed that the achievement of the students of the experimental group was higher than that of the students of the control group. The results also showed that the majority of students found activity-based teaching more interesting than lecture-based teaching. The study concluded with some recommendations in order to enhance the role of activities in teaching secondary sciences.

The school is a community educational institution responsible for preparing new generations and integrating them into the framework of social life, and their goals are no longer limited to knowledge and collectivity, but rather to attention to the formation of the student's personality in all its aspects and focus on the student's psychological and physical health. The aim of this article is to emphasize the importance of physical education and sports in the school environment and its role in achieving mental health among adolescent pupils in secondary education, and this is based on the field studies carried out in this field.

The present research aimed to investigate the effect of utilizing Vlogs on the development of oral fluency skills among first-year secondary school students. The research adopted a two group quasi-experimental design. Sixty students (n = 60) from intact classes were selected and divided into experimental and control groups. The experimental intervention took place at El Shohada Secondary School for Girls in Menoufia during the first semester of the academic year 2023/2024. A pre post oral fluency test was designed by the researcher and utilized to evaluate students' oral fluency skills before and after the experimental intervention. Results indicated a statistically significant difference between the mean scores of the experimental group and those of the control group on overall oral fluency skills as well as each specific skill assessed in the posttest, favoring the experimental group. Additionally, there was a statistically significant difference between the mean scores of the pre and post administrations of the test within the experimental group for overall oral fluency skills as well as each specific skill assessed, favoring the post administration. It is recommended that Vlogs be used to develop oral fluency skills.

This research aimed to investigate the effect of using web-based flipped learning on developing EFL reading comprehension skills among 1st year secondary school students. For this purpose, two complete groups were chosen at random and assigned to an experimental group and a control one, thirty students in each group, from Hamdi Qandil Secondary Al Azhar Institute in Menoufia, during the first term 2022-2023. The study's methodology was a quasi-experiment. For the experimental group, the researcher had created a few brief movies, while the control group received regular instruction. The researcher prepared EFL reading checklist and EFL reading test. Students in both groups were pre-tested using the EFL reading test. After that, the researcher used the web-based flipped learning for teaching the experimental group, while the control group used the traditional method. Finally, the same EFL reading a test was post-tested on both groups. The research's findings showed that in the post-test of the EFL reading comprehension test, the experimental group outperformed the control group. As a result, the web based flipped learning approach was successful in improving the reading comprehension of first-year secondary school students.

The present study aimed at investigating the effect of using shared reading on developing argumentative writing skills among secondary scholars. 50 students from first year at Badr secondary school for girls, El -Tahrir Educational directorate, El Beheira governorate were the participants of the study. They were randomly selected and divided into two groups: experimental group (25) and a control one (25) during the first semester 2022- 2023. The study adopted the quasi experimental pre/ posttest design. While the experimental group received argumentative writing skills through shared reading reading based program, the control group received traditional instruction. An EFL argumentative writing skills test was the main tool of the study. Quantitative data were analyzed via SPSS program. The results of the study revealed that experimental group students' argumentative writing skills were noticeably improved and enhanced as a result of using shared reading based program. Therefore, the results showed that shared reading has a positive effect on developing secondary scholars' argumentative writing skills.

This study aimed to develop some speaking skills by Identifying EFL speaking skills that should be developed among EFL secondary graders and Measuring the effect of a program based on entrepreneur learning on developing Some EFL speaking skills for secondary stage students in Kuwait. In order to achieve such an aim, the researcher developed a speaking skills test, The design used in the present study was one group pre-post test quasi- experimental design, Test was administrated to the secondary stage EFL students at Al-Yarmouk Secondary School in Kuwait (N=20) pre and post the intervention. The intervention was a Program Based on Entrepreneur Learning for Speaking Skills (ELBP). Results revealed that there were statistically significant differences between the mean scores of the pre and post-speaking skills test of the study group in favor of the post test. It can be concluded that the proposed program had a significant effect on developing the targeted speaking skills among the study participants. The study recommended that EFL teachers should encourage their students to use Entrepreneurial learning in teaching speaking skills to develop their speaking skills, EFL supervisors and teachers should be trained on the use of entrepreneurial learning to improve their teaching of speaking skills. Syllabus designers and material developers should consider the entrepreneurial learning approach in developing English curricula. Finally, some further researches were suggested.