أثر استراتيجية الإدراك المنفصلة في تحصيل مادة الأدب و النصوص و استبقاؤها لدى طلاب الصف الخامس الأدبي

Abstract EN

The current research aims to identify the Impact of the separate cognition strategy in the achievement of literature and texts and their retention by fifth grade secondary students.

To achieve the research objective, tt is hypothesized: 1- There are no statistically significant differences at (0.05) between the achievement average of students in the experimental group studying literature and texts in accordance with the strategy of separate cognition and achievement average of students in the control group who study the same material in the usual way.2- There are no statistically significant differences at the level of (0.05) between the achievement average of the experimental group that studies literature and texts in accordance with the strategy of separate perception and the achievement average of control group that studies the same items in the retention test.

To achieve these hypotheses, It is adopted that an experimental design with partial control of two groups; one experimental and the other is the research participants who are the fifth grade secondary students in the schools of the General Directorate of Education in Anbar.

In order to determine the sample of the study, the researcher chose purposefully Al-Mughira Bin Shu'aba secondary school for males.

The study sample, consisted of 60 participants, was randomly divided equally into two groups, the first is the experimental and the second is the control.

An achievement test was adopted to be consisting of (45) multiple test paragraphs.

The study has been proved and controlled for reliability and validity.

Discrimination coefficient and difficulty factor were calculated.

After (8) weeks completing the teaching of the specific subjects according to the plans of the two groups, the test was applied on the sample and re-applied after two weeks to measure the retention of materials.