The Effect of the KUD Strategy on the Achievement of Second Year Intermediate Students in Mathematics
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Abstract
The aim of the research is to know the effect of the (KUD) strategy on the achievement of second-grade intermediate students in mathematics. In order to achieve the results of this research, the following hypothesis was developed.
There is no statistically significant difference at the level (0.05) between the average scores of the experimental group students who studied according to the KUD Strategy and the average scores of the control group students who studied according to the traditional method.
The sample of the research, which was chosen in a phased random manner, included two study divisions from Al-Aqeedah Secondary School for Girls in the General Directorate of Education in Salah al-Din, the first representing the experimental group, numbering (25) students, and the second representing the control group, whose members numbered (25) students after excluding the students who had failed. Then, the equivalent between them is in the variables (age, intelligence, parents' achievement).
The researcher prepared the teaching plans for the content of the subject and achievement test by following the steps of preparing the tests represented in defining the study material, the behavioral objectives and the test map, and extracting honesty, difficulty, discrimination, the effectiveness of alternatives, and stability for it. Accordingly, the test consisted of (40) paragraphs in its final form.
To analyze the data statistically, several methods were used, including the t-test for two independent samples, the Mann Whitney test and the effect size equation.
The study concluded that there is a statistically significant difference in achievement between the experimental group, the control group and in favor of the experimental group" In light of the research results, the researcher recommended a number of recommendations and suggestions.
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College of Education for Humanities, TIKRIT UNIVERSITY. THIS IS AN OPEN ACCESS ARTICLE UNDER THE CC BY LICENSE http://creativecommons.org/licenses/by/4.0/
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