The effect of the Japanese entrance strategy on acquiring historical concepts among first-grade intermediate students in sociology

Abstract

The current research aims to find out the impact of the Japanese approach strategy on developing historical concepts among first-grade students average in the subject of social studies.  The experimental group who study the subject according to the Japanese entrance strategy and the average grades of the students of the control group who study the same subject according to the traditional method in the post-concepts test.  According to the strategy of the Japanese entrance and Division (B), so that the control group, which studies according to the usual method, consisted of 62 students in the two groups, 31 for each group. Equivalence was conducted between the two groups in a number of variables, which included the academic achievement of the mother and father, the chronological age calculated in months for students, the intelligence test, and the grades of the first course of the subject  Sociology for the academic year 2021-2022, the researcher applied the experiment in the second course, and prepared for that a conceptual test consisting of 46 objective test items of multiple choice type.  Conducting a post-test and subjecting the results to statistical processes, the results showed that there are statistically significant differences in favor of the experimental group. Based on the above results, the researcher came out with a number of conclusions, recommendations and suggestions