أثر استراتيجية التعلم البنائي في تحصيل مادة الاجتماعيات لدى طلاب الصف الأول متوسط

Abstract EN

The present research aims at identifying the impact of the structural learning strategy in the collection of social subjects among the first grade students.

To achieve this goal, the researcher developed the following zero hypothesis: There was no statistically significant difference at the level of (0.05) between the mean of the experimental group studied according to the constructional learning strategy and the average score of the control group students who studied according to the traditional method in the achievement test.

To achieve the objective of the research, the researcher followed the procedures of experimental method with partial control.

The sample consisted of 60 students with 30 students in the experimental group and 30 students in the control group.

The researcher used the following statistical means: TEST for two independent samples, the coefficient of difficulty coefficient, the coefficient of discrimination, the coefficient of the effectiveness of the alternatives, the Pearson correlation coefficient, and the alpha-Cronbach equation).

The study yielded the following results: The experimental group that studied the constructional learning strategy was superior to the control group, which was studied according to the traditional method of the achievement test.