Following the integration of two prior strategies in the academic performance of fifth-grade students in the subject of natural geography

Abstract

The current research aims to investigate the effect of integrating two preemptive strategies on the academic achievement of female students in the fifth literary grade in the subject of natural geography. The study was limited to female students in governmental intermediate and secondary day schools in Baghdad for the academic year 2024/2025. The researcher relied on a quasi-experimental design with a control group and an experimental group with post-selection. The results showed that the experimental group outperformed the control group in the achievement test.Conclusions:Based on the results derived from the current research, the following conclusions were drawn:There is a possibility of using the method of integrating the two preemptive strategies (behavioral objectives and pre-tests) in our schools, which will help raise academic achievement levels and facilitate mastery of the subject matter by organizing the presentation of the material as procedural steps before the lesson begins. Recommendations:In light of these results and conclusions, the researcher recommended the following:Adopting preemptive teaching strategies as part of the educational curriculum for geography in schools by teachers, and highlighting the behavioral objectives at the beginning of the lesson to assist students in implementing them effectively and avoid confusion and randomness.Suggestions for Future Studies:The researcher proposed conducting the following studies:A similar study in other variables beyond achievement, such as acquisition and retention.A similar study in other academic subjects.A comparative study between male and female students.Conducting the same study using other preemptive strategies not used in the current research, such as general summaries, advanced organizers, and pre-preparation questions.