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

Abstract

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