The Effect of Using Gemini-Supported Inquiry-Based Learning on Critical Thinking in Geography among Basic Tenth Grade Students in Jordan

Abstract

The study aimed to reveal the effect of using Gemini-supported inquiry-based learning on critical thinking in Geography among basic tenth grade students in Jordan. The study adopted a quasi-experimental design, targeting three classes as control and two experimental groups. The study subjects were (76) basic tenth-grade male students in one of the schools in Amman City undertaking the national curriculum of Geography in the first semester of the scholastic year 2024/2025. The control group and experimental groups were randomly assigned as the following: control group with (24) students studied by the conventional method, experimental group (1) with (26) students studied by inquiry-based learning method, and experimental group (2) with (26) students studied by inquiry-based learning supported by Gemini. To achieve the objective of the study, a test consisting of (70) items was developed and applied after examining its validity and reliability to measure critical thinking skills. Study results revealed that the experimental group (2) significantly outperformed the control and experimental group (1) (α = 0.05) in critical thinking.