This study deals with the use of directive illocutionary acts in the Qur'anic discourse from a pragmatic perspective as one of the communicative means based on speech act theory. It explains how commands, prohibitions, requests, advice, and other directive forms are expressed in the Qur’anic text and affect the addressee. The study addresses two key problems: first, how the directive speech acts are formed and employed in the Qur'anic discourse? Second, what are the pragmatic features that distinguishes them according to the context, intention and the relationship between the addresser and the addressee? The study aims at identifying the directive acts according to speech act theory, classifying them to (commands, prohibition, and advice), analyzing the pragmatic dimensions according to context, intention and the relationship between the addresser and addressee, and revealing the unique rhetorical and communicative strategies used in the Qur’anic discourse to direct, guide, or influence the addressee. The study sets out of two hypotheses: the directive acts are essential means in communication and the Qur'anic text has various shapes of these acts that are employed accurately to achieve various purposes. The adopted model in this study is (Austin, 1962) In his book "How to Do Things with Words " and               (Searle, 1969) in his book "Speech Acts" where they explain that speech acts do not only convey information, but performs specific acts, like threatening, intimidation, and promise. The study includes six sections: an introduction which explains the discourse and the illocutionary speech acts is the first section. The pragmatics and the religious discourse is clarified in the second one.The speech act theory is focused on in the third one. Directive illocutionary speech acts and the examples from the Qur'anic texts are discussed in the fourth one. Indirect directive acts are focused on in the fifth section. A conclusion where the study finds that directive acts in the Glorious Qur'an not only linguistic tools, but they are an integral part of rhetorical structure of text. They are characterized with communicative and semantic depth to express the relationship between addressers and addressees within a linguistic style exceeds sayings into actions and changes is the sixth one.

The current research sought to explore the relationship between formal reasoning and spatial ability in mathematics among middle school female students, given the importance of these two dimensions in developing mathematical understanding, mental abstraction, and enhancing visual imagination skills. The researcher adopted a descriptive correlational approach, which was applied to a sample of (100) middle school female students. The researcher used two tests to measure both formal reasoning and spatial ability. Construct validity was verified through a pilot sample to ensure the validity of the two tests for measuring the study variables. The study results revealed the following, Middle school female students possessed a good level of formal reasoning. Middle school female students possessed a certain degree of spatial ability. There was a statistically significant correlation between the two study variables. This indicates that both formal reasoning and spatial ability contribute to enhancing each other in mathematics education at this level.

Educational indicators aim to provide a comprehensive picture of the educational system by describing the system, identifying its elements, evaluating them, and then assessing them to create a suitable educational environment for making sound decisions. This is achieved by highlighting the strengths and weaknesses of the educational system, which allows for the development of appropriate solutions to address deficiencies and shortcomings. The researcher relied on the students' post-test scores as an educational indicator to evaluate the educational content. The current study aims to develop special exercises using auxiliary educational tools in physical education lessons and to investigate the effect of these exercises in enhancing the students' skill abilities. The problem of the study was the traditional nature of the exercises and educational tools used in physical education lessons, which has diminished the enthusiasm for this important subject. The study sample consisted of 60 students from the fifth preparatory grade for the academic year 2023-2024, divided into two groups: A control group and an experimental group. The control group learned according to the lesson plan prepared by their teacher, while the experimental group learned using auxiliary educational tools and specific exercises over 12 teaching units for a period  of  6 weeks.  The  results  showed  that  the  experimental group outperformed in skill abilities. Therefore, the researcher recommends using new exercises and auxiliary educational tools that would attract students' interest and enthusiasm to achieve the goals of the lesson.