The impact of the hexagonal dimensions strategy on literary achievement among fourth-grade female students

Abstract

The research aims to investigate the impact of the hexagonal dimensions strategy on literary achievement among fourth-grade female students. To achieve this goal, the researcher formulated the null hypothesis as follows: "There is no statistically significant difference in the mean scores of academic achievement between the experimental group students studying literature and texts using the hexagonal dimensions strategy, and the control group students studying the same material using the conventional method in the achievement test." The researcher considers several variables to reward the research groups, including chronological age in months, previous academic grades in Arabic (third-grade average), parental educational attainment, and Raven's intelligence test. The researcher identifies the scientific topics related to the literary material for the first semester of the academic year 2023/2024, totaling seven topics. Based on the research results, the researcher draws several conclusions, one of which is that teaching using the hexagonal dimensions strategy has an impact on literary achievement among fourth-grade female students. The hexagonal dimensions strategy places the student at the center of the educational process, aligning with modern teaching trends