The Effectiveness of a Proposed Strategy Based on the Integration of the Woods and Dunn & Dunn Models in Developing Achievement Motivation among Fifth Literary Grade Female Students in Philosophy and Psychology
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Abstract
This study aims to investigate the effectiveness of a proposed instructional strategy based on the integration of the Woods model and the Dunn & Dunn learning styles model in developing achievement motivation among fifth literary grade female students in the subject of philosophy and psychology. The study was conducted in public secondary schools affiliated with the Salah Al-Din Directorate of Education in Samarra District, Iraq. The sample consisted of 60 female students from Al-Rayyan Secondary School for Girls, who were randomly assigned into two groups: an experimental group and a control group. The researcher adopted a quasi-experimental design. To measure achievement motivation, the Achievement Motivation Scale developed by Hazin and Shaheen (2014) was used. The scale consists of 24 items distributed across four dimensions and was applied as a pre-test and post-test for both groups. The researcher adopted a quasi-experimental design. To measure achievement motivation, the researcher adopted the Achievement Motivation Scale developed by Hazin and Shaheen (2014), which consists of 24 items distributed across four dimensions. The scale was administered both before and after the experiment. The results showed statistically significant differences at the (0.05) level in favor of the experimental group in the post-test, as well as significant differences between the pre- and post-tests for the experimental group. These findings indicate the effectiveness of the proposed strategy in enhancing achievement motivation. Based on these results, the study recommends adopting this strategy in teaching philosophy and psychology.
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References
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