The effect of using the distinctive triple strategy on the achievement of first-grade intermediate students in the subject of social studies

2021 ◽  
Vol 29 ◽  
Author(s):  

The current research aims to know (the effect of using the distinctive triple strategy on the achievement of first-grade intermediate students in the subject of social studies )To verify the objective of the research, the researcher formulated the following null hypothesis: 1- There is no statistically significant difference between the average scores of the students of the experimental group who studies social sciences using the (distinctive triple) strategy, and the average scores of the students of the control group who studies the same subject according to the traditional method in the post-achievement test.. The researcher chose an experimental design with two groups, one experimental and the other control. The two research groups (experimental - control) were rewarded in the following variables : .(Chronological age in months, previous year scores, intelligence test) The current research was limited to first-grade intermediate students in (Al-Hamza Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Karkh Third Education Directorate. Its students (31) students, and the second represented the control group who study the same subject in the traditional way, and their number is (31) students. Thus, the number of the research sample members reached (62) students. 2019 – 2020 To measure the level of students' achievement, the researcher prepared a post-achievement test consisting of a multiple-choice type, which was presented to a group of experts and arbitrators. : The search results showed 1-The students of the experimental group who study the social subject according to the distinguished triple strategy outperformed the students of the control group who study the social subject in the traditional way in the achievement test. The researcher came out with a set of recommendations and suggestions

2021 ◽  
Vol 58 (2) ◽  
pp. 1261-1274
Author(s):  
Hanaa Ibrahim Mohamed

The current research aims to find out the impact of the infographic strategy in the achievement and development of visual thinking among second-grade intermediate students in the subject of social science by verifying the validity of the following null hypotheses. There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study the social subject according to the infographic strategy and the average scores of the students of the control group who study the same subject in the usual way in the post-achievement test.There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study social studies according to the infographic strategy and the average scores of the students of the control group who study the same subject according to the usual method of the dimensional visual thinking test.There is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study the social subject according to the infographic strategy in the pre- and post-visual thinking scale.There is no statistically significant difference at the level of significance (0.05) between the average scores of the control group students who study the subject of social studies according to the usual method in the pre- and post-visual thinking scale.To verify this, the researcher used an experimental design with partial control with the experimental and control groups, and the pre- and post-tests. According to the infographic strategy and Division (E), the control group is represented, which is taught in the usual way. The number of female students in the two groups was (56), of which (26) were students in Division (D) and (30) were students in Division (E). The researcher did not find female students who had failed in the same phase year. The researcher used the same conditions for the two groups of research in the following variables: academic achievement of fathers, academic achievement of mothers, chronological age calculated in months, scores for the pre-visual thinking scale, IQ test scores, degrees of social science from the 2016/2017 academic year.


2021 ◽  
Vol 26 ◽  
pp. 273-304

The current research aims to know (the effect of Bayer's strategy on developing divergent thinking among second-grade intermediate students in the subject of Arab-Islamic history) . In order to achieve the goal of the research, the researcher puts the following null hypothesis : 1.There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who study according to the Bayer strategy and the average scores of the control group students who study in the traditional way in the dimensional divergent thinking test . The researcher chose an experimental design with two groups, one experimental and the other a control, and the two research groups (experimental - control) were rewarded with the following variables : (Chronological age in months, grades of the previous year, IQ test, pre-branched thinking test ) . The current research was limited to second-grade intermediate students in (Al-Furat Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Directorate of Education Al-Karkh First. (32) students, and the second represented the control group who were studying the same subject in the traditional way, and they numbered (31) students. Thus, the number of the research sample reached (63) students. 2017-2018 . The researcher prepared the divergent thinking test in light of the steps and main questions of the Sheikhly test (2001) in measuring the ability of divergent thinking of the students of the research sample . : The search results showed .The experimental group students who study history according to the Bayer strategy outperformed the control group students who study history using the traditional method in the dimensional branched thinking test . Keyword: Divergent thinking Bayer Stratagy


Author(s):  
Mohammed Mishal Raheem, Et. al.

The present study aimed to know “the effect of the memory game strategy on the achievement of chemistry among first-grade intermediate students.” To achieve this, the researchers chose the Al-Ma'moun Intermediate School for Boys affiliated to the Baghdad Education Directorate Al-Karkh / 1. ) Students for the experimental group and (33) students for the control group, and the researchers formulated (180) behavioral objectives within the levels of (remembering, comprehension, application, analysis) according to Bloom's classification of the cognitive domain, and the researchers prepared an achievement test consisting of (40) objective items Of the multiple choice type, and its psychometric properties were confirmed, and after processing the data statistically by using the T-test for two independent samples, the study reached the superiority of the experimental group who studied chemistry according to the memory game strategy in the achievement test of chemistry over the control group for those who studied on According to the usual method, and after interpreting the results, recommendations and proposals are drawn up.


Author(s):  
Rajwinder Kaur

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.


2018 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Samer Al-Hammouri

The purpose of this study is to investigate the effect of using Prezi on Al Zaytoonah students’ performance in French Language reading skill. To achieve the purpose of the study, a pre/post-test was constructed to measure students’ performance in French language reading skill. The sample of the study comprised 128 students from Al Zaytoonah University and was distributed into two sections, which were selected purposefully. The sample of the study was distributed into two groups (one experimental and one control groups). The experimental group’s students were taught the reading skill using Prezi while the control groups’ students were taught using the traditional way. The sample of the study was 64 students in the experimental group and 64 students in the control group. Those groups were distributed into two purposefully selected sections in public schools in Amman. The results of the study showed a variance in the means of the achievement test according to group, it also showed that there were statistically significant differences on the achievement test due to the Strategy variable. There were statistically significant differences between using Prezi Strategy and the Current Strategy in favor of the Prezi Strategy, and there was no statistically significant difference in the students’ achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researchers recommend that researchers focus on new teaching strategies and conduct more studies related this topic. They also recommend that other researchers conduct studies and focus on the role play strategy.


Author(s):  
Abdul Latif Al-Zakri

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material


Author(s):  
Salim Ahmed Saif Al-rashdi

    The present study aimed at uncovering the effectiveness of employing the enrichment activities for mental thinking on the development of mathematical thinking and achievement among Grade 7 students. To achieve the research objectives, the researcher used the semi experimental design known as the design of the control group with the tribal and remote tests. In light of the experimental design, the average Grade 7 students tested the sample of the study in the second semester of 30 students who were divided into 15 students for the experimental group and 15 students for the control group after checking the validity and stability of the tools. The results showed that there was a statistically significant difference at (0.05) between the mean scores of the experimental and control groups in the cognitive achievement test related to the unit of Engineering in the second semester and the mathematical thinking test for the average of the experimental group. The results also showed a statistically significant difference) between the average scores of the experimental group students in the tribal and remote applications in the cognitive achievement test and the mathematical thinking test, and in favor of the average post-implementation. In the light of these results, the study presented a number of recommendations and suggestions.   ، ، ، ،


Author(s):  
Ohud Suliman Al- Henaki

The research aimed to investigate the Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh. The research used a semi- experimental methodology to measure the independent variable (teaching technique) on the dependent variable (motivation toward learning). The population included all the students of the first grade in the public schools attending the second term, school year (1439- 1440 AH.). The sample consisted of (82) students, divided into two groups, one experimental consisted of (41) female students, while the other one is a control group consisted of (41) female students. The research tool was the motivated strategies for learning questionnaire (MSLQ). After analyzing the collected data with suitable statistical techniques, the following result was reached: -  There is a statistically significant difference at (α ≥ 0.05) between the means of the students of the two groups (control and experimental) in favor of the experimental group. Therefore, the research proved that the positive effect of teaching using flipped classes in improving the motivation towards learning by middle level female students in English language. Accordingly, various recommendations were presented. Most importantly, develop units for designing school curricula by using flipped classes in the educational administrations. In order to be ready to supply the schools with various subjects (English, Mathematics, Science… etc.) for various levels. Besides, offering incentives for applying, cultivating the specialists, teachers and others who are interested in education by using the flipped classroom strategy, basics and applications. Expand the applications of the flipped classroom strategy in various school levels to improve the motivations of students towards classroom environment and improve the skills of students' using computers and internet, as well as train them on the various technological skills.


2016 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Hanik Nuzulimah

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture


2021 ◽  
Vol 28 ◽  

The study aims to identify the effect of Needham’s Constructive Model on the achievement of the 2nd year intermediate students in Mathematics and their attitudes towards it. The researchers used the experimental design of partial control for the control and experimental groups. The study sample is 68 students, where the experimental group is 34 students, and the control group is (34) students. The researchers prepared two scales as achievement test, which include (30) multiple choice items. Items psychometric properties and statistical analysis have been got, and a scale of attitudes towards mathematics that includes (30) items with three alternatives. Items reliability, validity, discrimination coefficients are got. The two groups were rewarded in the variables of age and previous achievement in mathematics, IQ test and attitudes scale. After applying the experiment and the two study tools on the study sample, the results showed that there were statistically significant differences at the level (0.05) in favour of the experimental group in achievement and attitude towards mathematics. Key words: Needham’s model attitudes toword mathematics


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