The Effectiveness Of The Strategy (Listen – Read – Discuss) On The Mental Fitness Of Sixth-Grade Primary Pupils In Science

Abstract

Abstract

       The present study aimed to identify the effectiveness of the Listen–Read–Discuss (LRD) strategy in enhancing mental fitness among sixth-grade primary school pupils in the science subject. To achieve the objective of the study, the following null hypothesis was formulated: There is no statistically significant difference at the significance level (0.05) between the mean scores of pupils in the experimental group who are taught science using the Listen–Read–Discuss strategy and the mean scores of pupils in the control group who are taught the same subject using the traditional method on the Mental Fitness Scale.The researchers adopted a quasi-experimental design with partial control. The study population consisted of male primary schools affiliated with the Third Al-Karkh Directorate of Education. The study sample was drawn from Al-Amal Primary School for Boys and was divided into two groups: a control group comprising (33) pupils and an experimental group comprising (35) pupils, with a total of (68) pupils. The two groups were statistically equated in terms of the variables of chronological age (calculated in months), intelligence (Raven’s Progressive Matrices), and prior knowledge. The experiment was conducted during the first semester of the academic year (2025–2026). The instructional content included Chapters One, Two, and Three of the sixth-grade science textbook. A total of (147) behavioral objectives were formulated, and (21) lesson plans were prepared for each group. The research instrument was a Mental Fitness Scale consisting of seven domains, with five items for each domain, yielding a total of (35) items. The validity and reliability of the instrument were verified. For data analysis, the following statistical methods were employed: the independent samples t-test, Cronbach’s alpha coefficient, Pearson’s correlation coefficient, Cohen’s effect size, arithmetic mean, and the discrimination index. The results revealed that pupils in the experimental group significantly outperformed their counterparts in the control group on the Mental Fitness Scale. Accordingly, the study concluded that the Listen–Read–Discuss strategy is an effective and influential instructional strategy in teaching science. The study recommends incorporating this strategy into the Science Teacher’s Guide and suggests conducting further research across other subjects and educational stages.