The Effect of the Representational Teaching Model on the Achievement in History Subject among Fifth-Grade Literary Stream Students

Abstract

The research aimed to identify the effect of the dramatic teaching model on the achievement of history subject among fifth-grade literary female students. To achieve the study's objectives، the researcher proposed the following null hypothesis: "At a significance level of (0.05)، there is no statistically significant difference between the average scores of students in the experimental group، who studied history using the dramatic teaching model، and the control group، who studied the same subject using the traditional method، in the achievement test."To achieve the research objectives، the researcher adopted a quasi-experimental design to examine the impact of the dramatic teaching model in one of the schools in Babil Governorate، selected purposively (Al-Rabee Girls' School). The study was limited to fifth-grade literary female students for the academic year 2023–2024، with a sample size of 62 students—30 in the experimental group and 32 in the control group. The researcher ensured the equivalence of the two groups in terms of chronological age (in months)، prior knowledge، and intelligence test scores. The researcher personally taught both groups throughout the semester-long experiment. An achievement test was developed as a tool to measure the dependent variable، consisting of 50 test items (40 multiple-choice and 10 essay questions) covering the six levels of Bloom’s taxonomy. The researcher ensured the test’s validity، reliability، difficulty level، discrimination index، and effectiveness of incorrect alternatives.

Using an independent samples t-test، data analysis revealed a statistically significant difference in the achievement test scores between the two groups، favoring the experimental group. Based on the findings، the researcher proposed several recommendations and suggestions، which were discussed in Chapter Four.