Effect of Teaching the Strategy of around- the Wheel on the Acquisition of Philosophical Concepts among Fifth Grade Literary Students
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Abstract
The goal of the current study is to determine how the teach-around-the-wheel method affects fifth-grade literary students' understanding of philosophical ideas. With two equal experimental and control groups, the researchers used a partial control experimental design. The fifth-grade literary students were selected from the martyr Hader's middle school, and Section (B) was designated as the control group (33) and Division (A) as the experimental group (33) of children. In a number of aspects that are thought to have impacted the experiment's integrity, the researchers were eager to ensure that the students in the two research groups were statistically equivalent. The researchers identified the instructional resources,
A test for idea acquisition with 36 multiple-choice questions was created by the researcher to evaluate the factors of his study. In addition to doing statistical analyses of its items, he confirmed its validity, reliability, and discriminating. Each of the two groups received two lessons per week. Following the experiment's implementation, the researcher processed the data using the proper statistical techniques. The findings indicated that the average philosophical concept scores of the experimental group students and the control group students differed significantly according to statistical significance at the level (0.05).Keywords: strategy, teaching about the wheel, acquiring concepts, fifth grade literature.
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