The effect of using the rapid learning strategy on the achievement of the Social Studies subject - History for seventh grade students

Abstract

The current research aims at finding out the effects of using the accelerated learning strategies on the achievement of social sciences and history among seventh-grade students. The study sample consists of (67) seventh-grade students and was divided into two groups, one of which was experimental, consisting of (35) students studying using learning. The rapid test, and the control group, consisted of (32) students taught using the usual method. An achievement test in social studies and history was prepared by the researcher and applied to the two groups afterward to determine the significance of the difference between the average grades of the experimental and control groups. The results of the study can be applied to the students in the experimental group who studied, using accelerated learning on control group students who studied in the usual way. The study found a significant impact of using accelerated learning on achievement in social studies and history. The suitability of the accelerated learning strategy for seventh grade students showed that there was an improvement in the level of academic achievement for this subject compared to the previous one for the experimental group that studied according to the accelerated learning strategy. As for the reasons for the decline of the traditional method in the achievement test in front of the accelerated learning strategy, this is because the strategy that was applied attracts the attention of the students, as the students were not accustomed to or did not get used to this modern method in a modern teaching method. This does not mean that the traditional method has no effect, but the modernity of this strategy and their interaction with it gave positive results that called for its noticeable superiority in front of the traditional method followed in teaching the subjects of social studies - history.