The Impact of the Cumulative Strategy on Scientific Imagination and Spatial Intelligence among Fourth-Grade Science Students in Physics

Abstract

The current research aims to: Identify the effect of the cumulative strategy on scientific imagination and spatial intelligence among fourth-grade science students in physics. To achieve the research objective, the researcher formulated the following null hypotheses:

1. 1. There is no statistically significant difference at a significance level of (0.05) between the average scores of students in the experimental group, who will be taught according to the cumulative strategy, and the average scores of students in the control group, who will be taught using the traditional method, on the scientific imagination test.
2. 2. There is no statistically significant difference at a significance level of (0.05) between the average scores of students in the experimental group, who will be taught according to the cumulative strategy, and the average scores of students in the control group, who will be taught using the traditional method, on the spatial intelligence scale.

The researcher chose an experimental design with partial control for two equivalent groups: the control and the experimental. The current research community consisted of all fourth-grade science students in the morning middle and secondary schools affiliated with the General Directorate of Education in Qadisiyah for the academic year (2024-2025). Al-Bawader Middle School for Boys was randomly selected to represent the research sample. In the same way, the researcher selected Section (A) to represent the experimental group, which had (37) students, and Section (B) to represent the control group, which had (36) students. The researcher made an equivalence between the students of the two research groups in the following variables: the chronological age of the students calculated in months, previous achievement, previous information, and the spatial intelligence scale. The researcher identified the subject to be taught during the experiment period, which was the first four chapters of the physics book for the fourth scientific grade, and formulated (128) behavioral objectives for it. The researcher prepared teaching plans for the topics to be taught during the experiment period, which amounted to (36) study plans for the experimental group and the same for the control group. In line with the research objective, the researcher prepared two tools: the scientific imagination test, which consisted of (20) multiple-choice items, and the second tool, the spatial intelligence scale, which consisted of (20) items. The validity and reliability of the two tools, as well as their discriminatory power, were confirmed. The experiment was applied in the first semester, where the beginning of teaching for the two groups was (10/8/2024) and the end of teaching was (12/21/2025). After applying the two research tools to the two research groups, the data were processed statistically using the SPSS program. The results showed: The superiority of the students of the experimental group who studied with the cumulative strategy over the students of the control group who studied with the traditional method, in both the scientific imagination test and the spatial intelligence scale. In light of the results that were reached, the researcher presented a number of recommendations and suggestions.

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