The Impact of Strategy 4h in the Achievement of Fifth Grade Students in the History and Development of Their Systemic Thinking

Abstract

The researcher choses the experimental design with partial adjustment of the two groups, one experimental and the other an officer. The researcher deliberately choses the fifth grade students in Ibn Khaldun Secondary School which contains two divisions of the fifth grade literary students, and follow this secondary to the Directorate of Education Kirkuk for the academic year (2018 - 2019) (A) to be a pilot group to be taught in accordance with strategy 4h, while (b) was a controlling group that was taught in the usual manner. The sample entails 50 students. 24 students of them represent the experimental group and (26) students of them represent the Late controlling group.

    As for the research tool, the researcher prepared a collection test consisting of (40) items.  35 of the items are in the form of multiple choice and (5) items are in the form of essay questions. The second tool was the systemic test which consists of (3) questions that include (60) items concerned with the skills of systemic thinking. After the initialization of the research tools, the systematic thinking test was applied before (22/10/2018). The experiment began in 24/10/2018 for the first semester, with three lessons per week for each group. After completing the experiment, the researcher applied the research tools on the two groups of research.  (9/1/2019) test was on the systemic thinking and (13/1/2019) test was achievement test.

   After collecting and processing the data statistically, the results showed that the experimental group was superior to the controlling group in the achievement and the systemic thinking, as well as the differences between the average scores of the experimental group in the pre and post tests for systemic thinking and for the post-test