أثر استراتيجية (ديفيد كافيرلي)‎ في تحصيل الفيزياء والتفضيل المعرفي لدى طلاب الصف الرابع العلمي

Abstract EN

The objective of the current research is determined by the impact of the strategy ((David, Caverly) in the achievement of physics and cognitive preference in the students of the fourth grade, and to achieve the goal of the research was formulated zero hypotheses were formulated the following "there is no difference statistically significant at the level of significance (05.0) between the average grades of students of the experimental group taught according to the strategy (David Cleverly) and the average grades of students of the control group taught according to the traditional method of achievement test".

"there is no statistically significant difference at the level of significance (0.05) between the average grades of students of the experimental group taught according to the strategy (David Cleverly) and the average grades of the students of the control group taught in the traditional way of testing cognitive preference." the current research was limited to fourth-grade students in the government high schools and preparatory schools of the general directorate of Qadissiya education for the academic year (2020-2021).

the researchers used the experimental design of the two equal groups, the experimental group and the control group, and according to this design the holy high school of Karbala for boys was chosen intentionally to represent the research sample.

the sample of the study (35) students divided randomly into two groups selected, one randomly (by lot) to represent the experimental group, included (18) students studied according to the strategy (David Cleverly) and the other was selected to represent the control group and included (17) students studied according to the traditional method.

the two groups were rewarded in variables: time age, intelligence, previous year's scores, previous information testing, and cognitive preference.

the researchers identified the scientific material in the three chapters (second-third-fifth) of the physics book for the fourth scientific grade to be taught in the first course, and formulated behavioral objectives for these classes as they reached (94) behavioral goals, as well as prepared the two researchers (20) teaching plans for the group experimental, and (20) plan for the control group, and in relation to the two research tools, a learning test consisted of (30) paragraphs of the type of choice of multiple four alternatives, and the second tool was the test of cognitive preference and consisted of (20) paragraphs honesty, fortitude, the coefficient of distinction, difficulty and effectiveness of alternatives to the two instruments have been calculated.

the results, using the social science SPSS-10 and Microsoft excel program, showed that students from the experimental group who studied in accordance with David Cafferly's strategy outperformed the students of the control group who studied according to the traditional method of achievement testing.

as for cognitive preference, the results showed that the experimental group outperformed the control group in the information and application supplement patterns, and the control group outperformed the experimental group in the recovery pattern.

there were no differences between the two groups in the pattern of principles.

in light of these findings, the researchers made a number of recommendations and proposals.