THE EFFECT OF THE KARRIN’S MODEL ON ACHIEVEMENT AND MOTIVATION IN HISTORY FOR SECOND-GRADE INTERMEDIATE STUDENTS

Abstract

The current research aims to identify the effect of the Karrin’s model on achievement and motivation in history for second-grade intermediate students. To the goal of the research, the researcher formulated the following two hypotheses:

• There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who study history according to Karrin’s model and the average scores of the control group students who study the same subject in the traditional way in the conceptual acquisition test.
• There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who are studying science according to the Karrin’s model and the average scores of the control group students who study the same subject in the traditional way in the dimensional motivation scale 0.

The two researchers chose an experimental design with two groups, one experimental and the other a control. The two research groups (experimental - control) were rewarded with the following variables (chronological age - intelligence).

The researcher confirmed the validity and reliability of the conceptual acquisition test consisting of (18) test items and applied the test to the experimental and control groups. The results of the research showed the superiority of the experimental group over the control group in the concept acquisition test. I also presented the motivation scale to a group of experts and made sure of its validity and reliability, and then applied it to the two research groups, as the results of the research showed the superiority of the experimental group over the control group in the motivation test.