The Effect of the (Abelton) Strategy on the Achievement of Second Intermediate Grade Students in Arabic Grammar and Their Analytical Thinking

Abstract

     This research aims to identify the effect of the (Abelton) strategy on the achievement of second intermediate grade students in Arabic grammar and their analytical thinking.

To achieve the research objectives, the researcher formulated the following two main null hypotheses:

-1There is no statistically significant difference at the level of (0.05) between the mean scores of the experimental group students taught Arabic grammar using the Ableton strategy and the control group students taught using the traditional method

1. There is no statistically significant difference at the level of (0.05) between the mean scores of the experimental groupstudents taught according to the Ableton strategy and the control group students taught using the traditional method in the analytical thinking test.

The researcher adopted a quasi-experimental design including both experimental and control groups, using a post-test in achievement. The study population was selected from the Diyala Governorate, specifically from Al-Shohadaa Intermediate School in the center of Baqubah District. The total sample consisted of 60 students, divided equally into:

Experimental group: 30 studentsControl group: 30 students

The researcher ensured the equivalence of the two groups in certain variables:Chronological age

Educational level of parents (both fathers and mothers)The researcher also prepared appropriate lesson plans for both groups. The main research instrument was anachievement test.

Research FindingsAt the end of the experiment, the researcher concluded that the  Abelton strategy had a positive impact on students' academic achievement and analytical thinking in Arabic grammar compared to the traditional teaching method.

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