The effect of the information gap strategies and educational props on achievement and the development of visual thinking among fifth-grade students in science

Abstract

The current research aims at defining the effect of the information gap and learning pillars strategies on the achievement and development of visual thinking for fifth primary class pupils in sciences. To achieve the aim of the research, the researchers put two main hypotheses and six subordinates. The researchers used an experimental model equivalent to pre-posttests. The sample consisted of (48) pupils within three schools chosen intentionally from private primary schools in Nineveh governorate Center for the academic year (2020-2021), divided into three groups, with 16 pupils for each group: the first and second experimental groups and the control group. The researchers equalized the three groups (IQ test, science degree average of pupils grades in fourth class, time age measured in months, academic level of parents, and pre- visual thinking test). The researchers used two tools: the first was an achievement test of (28) items, and the second was a visual thinking test in sciences of (25) items. The reliability of both tests was verified as well as its discriminating power. The researchers made plans for three groups (experimental and Control). The stability of achievement was (0.86), and that of visual thinking (0.84) using kodur Richardson 20 formula. The experiment began in the first semester of the academic year (2020-2021) And lasted for (11) weeks. The researchers taught the samples after teaching the subjects according to teaching plans prepared by researchers for the three groups. Researchers applied both tools to three groups later. The data was collected and analyzed statistically using unilateral variance analysis and chive test. Then, the results showed the outperform of both strategies over the traditional method.