The effectiveness of a proposed strategy based on Guilford’s theory in achieving history for the first intermediate grade
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Abstract
The aim of the research is to analyze the effectiveness of the proposed strategy based on Guilford's theory in achieving the history curriculum for the first intermediate grade. The researcher relied on an experimental design, where the students were divided into an experimental group and a reference group. The research community consisted of all first-grade middle school students in schools affiliated with the Baghdad Education Directorate. A representative sample was chosen, consisting of the experimental group (25) students who received the strategy that was proposed based on Guilford’s theory, and the reference group was (26) students who received the usual methodology.
A history curriculum achievement exam consisting of (25) items was used as a data collection tool and was of a multiple-choice type. Its validity, reliability, level of difficulty of the items, and power of discrimination were studied before implementing it on the two sections according to appropriate statistical treatments. The results showed that the students in the experimental group who received the proposed strategy according to Guilford's theory achieved improvement in the achievement test compared to the students in the reference group who learned with the traditional methodology.
Based on these results, it can be said that the proposed strategy based on Guilford's theory has positively affected students' achievement in history. Therefore, schools can be recommended to adopt this strategy in teaching this subject to achieve better results for students.
According to the research outcomes, the researcher included a number of recommendations for exploiting Guilford’s theory in teaching the history curriculum, including activating students to exploit imagination and creativity in perceiving historical events in a different and multiple way and presenting new visions, diversifying educational mechanisms and using multiple educational methods that cover discussions, responsive activities, and research plans to support the experience. Learning.
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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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