The effect of using knowledge keys and educational support strategies on the achievement of fifth-grade primary school students in geography and the development of their deductive thinking

Abstract

     The current research aims to identify "the effect of the knowledge keys and educational supports strategies on the achievement of geography among fifth-grade literary students and the development of their deductive thinking." The study sample consisted of (94) students, divided into two experimental groups. The first group studied geography according to the knowledge keys strategy, with (31) students. The second experimental group studied the same subject using the educational supports strategy, with (32) students. A control group studied the same subject using the traditional method, with (31) students. The researcher rewarded the three research groups with the following variables: chronological age, intelligence, prior knowledge, and deductive thinking. The researcher relied on two tools to measure the dependent variables of the research: constructing an achievement test consisting of (32) items, and a deductive thinking test consisting of (32) items. After the researcher verified their validity, reliability, and psychometric properties, and after applying them to the study sample, the data were analyzed using the statistical package (SPSS). The study reached results indicating the superiority of students in the first and  second gropes .                            

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