The effect of mediation and bridging strategy on acquiring geographical concepts among fifth-grade literary students

Abstract

This research aims to know the effect of the mediation and bridging strategy on acquiring geographical concepts among fifth-grade literary female students. To achieve the research objective, the researcher chose the experimental research method because it is the appropriate method for the research objective. She also chose the experimental design with partial control with two groups, one experimental and the other control. The researcher randomly chose (Al-Khansa Preparatory School for Girls), and randomly chose Section (A) to represent the experimental group with (35) students, while Section (B) represented the control group with (34) students. The researcher rewarded the students of the two research groups statistically. The researcher also identified the scientific concepts of the geography subject for the first semester of the academic year (2024-2025), which amounted to (59) main and sub-concepts. The researcher formulated (177) behavioral objectives, and prepared (32) teaching plans, two models of which were presented to a group of experts and arbitrators. A test was prepared to acquire geographical concepts consisting of (60) objective test items of the (multiple choice) type. The researcher verified its validity and reliability. The results showed that the experimental group studying geography using the mediation and bridging strategy outperformed the control group studying the same subject using the traditional method in the post-test of acquiring geographical concepts. The researcher concluded that teaching geography using the mediation and bridging strategy increases the academic achievement of female students better than the traditional method. She also recommended that geography teachers should adopt the mediation and bridging strategy in the educational process due to its impact on acquiring geographical concepts among female students.