Abstract

The study aimed to verify the effectiveness of a training program based on cooperative learning in developing self-realization among third-grade secondary students, and to verify the continuing impact of the program on the sample. The sample of the study consisted of (60) students divided into two equal groups, a control group and the other experimental, and the study tools were (Self-Achievement Scale) using the experimental approach, The results showed that there were statistically significant differences between the average scores of the experimental and control groups on the Self-Achievement Scale and its dimensions in the post-measurement, in favor of the experimental group, as well as the existence of statistically significant differences between the average scores of the experimental group in the two measures (pre and post) in favor of the postmeasurement on the Self-Achievement Scale and its dimensions. Likewise, there are no statistically significant differences between the average scores of the experimental group members on the SelfAchievement Scale in the post and tracer measurements, i.e. the continuity of the program’s effectiveness that the experimental group was exposed to. One of the most important recommendations of the study is the inclusion of educational curricula for activities and teaching methods that contribute to the development of students' self-realization.