The effect of the (K.W.L) strategy on the achievement of second-grade middle school students in social studies

Abstract

        This research aims to determine the effect of the KWL strategy on the achievement of second-grade students in social studies by verifying the following null hypothesis:

        There is no statistically significant difference at the (0.05) significance level between the mean achievement scores of students in the experimental group who study social studies using the KWL strategy and the mean achievement scores of students in the control group who study the same subject using the traditional method. To verify the research hypothesis, the researcher chose a quasi-experimental design. The research population consisted of second-grade intermediate students in government-run daytime intermediate and secondary schools for boys affiliated with the General Directorate of Education of Dhi Qar Governorate/Al-Shatra Education Department for the academic year (2022-2023), totaling (76) schools. The researcher applied the research experiment to a random sample of second-grade intermediate students at Al-Shatra Intermediate School for Boys, representing the experimental group, consisting of (24) students studying using the KWL strategy. Similarly, Martyr Abdul Amir Al-Rikabi Intermediate School for Boys was chosen to represent the control group. The study initially involved 24 students studying using the traditional method. After statistically excluding students who failed from both groups, the total number of students reached 48. The researcher identified the subject matter to be taught to both groups and formulated 40 behavioral objectives covering the first three levels of Bloom's Taxonomy of Cognitive Domains (knowledge, comprehension, and application). The researcher also prepared 29 lesson plans for both groups. All plans were reviewed by a panel of expert judges in history and history teaching methodologies to assess their suitability.

         The researcher developed a post-test consisting of (30) objective multiple-choice items. The test's validity and reliability were verified. To analyze the results, data were collected and statistically processed. After statistical analysis, the researcher reached the following conclusion:

- There was a statistically significant difference at the (0.05) level between the mean scores of the experimental group and the control group on the post-test, favoring the experimental group, which was taught using the K.W.L. strategy instead of the traditional method.

In light of the research findings, the researcher recommended the following:

1. Adopting the K.W.L. strategy in teaching social studies to second-year intermediate students to improve their academic achievement.

2. Incorporating the K.W.L. strategy into the educational preparation and training plan for teaching social studies, familiarizing teachers with its application, and highlighting its importance.