Impact of Systemic Teaching on Achievement and Literacy of Physics of the Fourth Scientific Grade Students

Abstract

The research aimed to verify the impact of systemic model on achievement of physics and physical literacy of the fourth scientific grade students, the researcher used the experimental design of the two equivalent groups, the research community was the fourth scientific students in the public day schools in the General Directorate of Diwaniyah Education for the academic year (2017 - 2018). The researcher is randomly, including Division B to represent the experimental group consisting of (30) students and Division C represents the control group made up of (29) students, the two groups were equal in variables: time age, intelligence, grades of the first course test, and the measure of physical literacy, the researcher prepared two tools, namely the achievement test (40 items) and the physical literacy test (30 items), and their validity and reliability were confirmed. The results showed the superiority of the students of the experimental group that studied the systemic model over the students of the control group that studied the traditional method in both the achievement test and the physical literacy, and in light of this the researcher recommended the use of the systemic teaching and suggested conducting other studies of stages and subjects.