The Impact of the Preference Hierarchy Strategy on the Achievement of Fifth-Grade Scientific Students in Arabic Language and the Development of Their Motivation to Learn

Abstract

The current study aims to identify the impact of the Preference Hierarchy Strategy on the achievement of fifth-grade scientific students in the Arabic language and the development of their motivation to learn. To achieve this goal, the researcher formulated two null hypotheses and employed a quasi-experimental design with two equivalent groups: an experimental group taught using the Preference Hierarchy Strategy and a control group taught using the conventional method. The research sample consisted of 60 students from the fifth-grade scientific class at the Central Preparatory School for Boys, located in the right side of Mosul City, Iraq. After excluding the failing students, the sample size reached 52 students, with 26 students in section (A) representing the control group and 26 students in section (B) representing the experimental group. After statistically analyzing the data using appropriate statistical methods, the results showed that the experimental group, which was taught according to the Preference Hierarchy Strategy, outperformed the control group, which was taught using the conventional method in both achievement tests and motivation to learn. Based on this, the researcher recommends the following: encouraging teachers to use the Preference Hierarchy Strategy in teaching in general and specifically in Arabic language lessons, and organizing training courses for Arabic language teachers in the preparatory stage by the Preparation and Training Unit in the General Directorate of Ninawa Education to train them on using modern strategies, including the Preference Hierarchy Strategy. To complement the current research, the researcher suggests conducting comparative studies between the Preference Hierarchy Strategy and other strategies in developing motivation for learning across different educational stages, as well as examining the impact of the Preference Hierarchy Strategy on equipping fourth-grade literary students with deep understanding skills and enhancing their scientific thinking.