THE IMPACT OF TWO STRATEGIES OF EFFECTIVE TEACHING ON THE ACHIEVEMENT OF FIFTH GRADERS IN SCIENCE SUBJECT

Abstract

The present research aims to spot the impact of two strategies of effective teaching (hourly strategy and strategy you have got a message) within the achievement of fifth graders in science. The researchers hypothesized the zero-point research hypothesis (there are not any statistically significant differences at (0.05) between the three research groups, the primary experimental group that studies the topic of science using the strategy (hour time) and therefore the second experimental group that studies the identical subject with a method (you have a message) and therefore the control group that studies the identical subject using the same old method of collection.

The research sample consisted of (79) pupils with (26) pupils for the primary experimentalgroup who studied using the hour-long process strategy and (25) pupils of the second experimental group who studied using the same old method, and to attain the goal of theresearch was prepared a post-learning test consisting of (30) paragraphs, the results showed the following: 1- there are statistically significant differences between the three groups and for the good thing about the primary and second experimental groups.

2- the dearth of statistically significant differences between the 2 experimental groups with in the collection variable, because of the similarity between my strategy (how many hours and you have got a message).