The Effect Of The Five Pillars Model On The Achievement Of Fifth-Grade Science Students In Physics And Their Visual Intelligence

Abstract

The aim of this research is to identify (the effect of the five pillars model on the achievement of fifth-grade science students in physics and their visual intelligence). An experimental design was adopted for two groups, so the total sample was (59) students of the (fifth scientific) grade from (Ibn Al-Farid Secondary School for Boys) affiliated with the General Directorate of Education - Diyala for the academic year (2024-2025) AD, distributed into two sections A consisting of (30) students and Section B consisting of (29) students. Section A was randomly selected to represent the experimental group for the research to be taught using the five pillars model, and Section B to represent the control group for the research to be taught using the usual (followed) method. Based on that, an achievement test was built for what the material contains, consisting of (40) objective paragraphs from the same multiple category. A scale for visual intelligence was also adopted for (Nabil, 2008), as this contained The scale has eight types of intelligence, as the researcher took one type of visual spatial intelligence, which is related to the research and includes (18) paragraphs that were built on four options, and then the validity of the test and the scale was confirmed, as well as their stability and psychometric properties, and then the strength of the discriminating paragraphs, their difficulty factor, and the effectiveness of their alternatives was verified after the two groups were equalized in the variables (the students’ previous achievement, their chronological age in months, and a test of their mental ability). By using the T-test, the results of the test and the statistical scale were that there was a statistically significant difference between the scores of students who were taught with the (five pillars) model for the experimental group and students who were taught with the usual method (control group) in favor of the experimental group in the achievement test of physics. There was a statistically significant difference between the scores of students who were taught with the (five pillars) model for the experimental group and students who were taught with the usual method (control group) in favor of the experimental group in the visual intelligence scale. Based on the results of the research, the researcher had a vision of the necessity of: - Adopting this model in teaching physics. And including it in the curricula and methods of teaching the scientific subject in colleges of education..

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