The effect of learning strategy for understanding in the collection of fifth grade students in philosophy, psychology and the development of their logical intelligence
The current study aims to identify the impact of the learning strategy for understanding on the achievement of fifth grade literary students in the subject of philosophy and psychology and the development of their logical intelligence. As there is no statistically significant difference at the level of significance between the average scores of the students of the experimental group that studied according to the learning for understanding strategy, and the average scores of the control group that studied in the usual way in the achievement test in philosophy and psychology. There is no difference. It is statistically significant between the average scores of the students of the experimental group and the average scores of the control group. The experimental design with a pre and post test with partial control was adopted for the two research groups, and a sample of 50 students from the fifth literary grade in Sada al-Iraq Secondary School for Boys affiliated to the General Directorate of Salah al-Din Education was intentionally chosen. The sample was distributed randomly into two groups, consisting of 25 students in the control group, and 25 students in the experimental group. It was distributed among the students of the two groups in six variables: the chronological age calculated in months, the father’s educational attainment, the mother’s educational attainment, the Raven intelligence test, the logical intelligence test, and the pretest. The experiment continued from March to June 2022. A statistically significant difference appeared between the students of the experimental group and the students of the control group in post-academic achievement, in favor of the experimental group.
Ahmed, Ahmed B.
"The effect of learning strategy for understanding in the collection of fifth grade students in philosophy, psychology and the development of their logical intelligence,"
Journal of STEPS for Humanities and Social Sciences: Vol. 1
, Article 15.
Available at: https://doi.org/10.55384/2790-4237.1218
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