The impact of the region's strategy on the achievement of fifth-grade female students in the arts and their toward the subject the date

Abstract

The current study aims to determine the effect of the strategy of identifying areas of importance in history achievement for fifth-grade female students and their inclination toward the subject . To achieve the research objective, null hypotheses were formulated 1There is no statistically significant difference at the (05,0) level between the average achievement scores of the experimental group of students who study history according to the area of importance strategy and the average achievement scores of the control group of students who study the same subject according to the conventional method.. The experiment lasted for one full semester, which was the first semester. The research community consisted of fifth-year arts students for the academic year (2025-2026). The research sample was selected randomly and consisted of 56 students. They were divided into two groups, one experimental group of 28 students who were taught according to the strategy of identifying areas of importance, and the other control group of 28 students who were taught using the traditional method. The equivalence between the two research groups was ensured through variables such as age in months, prior knowledge, As for the research tools, an achievement test was prepared, consisting of 50 multiple-choice questions. A history learning aptitude scale was also The psychometric properties and stability coefficients were verified. After the experiment, the two research groups were tested using the achievement test and the inclination scale. When the data were analyzed, the results showed thatThe female students in the experimental group who studied the material using the strategy of identifying areas of importance in achievement and inclination outperformed This was in comparison to the control group, which studied the same material using traditional methods. In light of these results, a set of recommendations and suggestions were developed for use in other educational institutions, such as institutes, and further studies were proposed, which were presented at the end of the