أثر استراتيجية بطاقات الخروج في تحصيل تلاميذ الصف السادس الابتدائي في مادة الاجتماعيات

Abstract

The relevant hypothesis was formulated to achieve the research objective:

There is no statistically significant difference at the level of (0.05) between the mean scores of the students of the first experimental group who study the social studies subject according to the exit card strategy and the mean scores of the students of the second control group who study the same subject using the traditional method in the post achievement test. The current research was limited to the governmental morning primary schools for boys affiliated to Baquba, the center district, Al-Abbara district, sixth grade primary students in the governmental morning schools for boys affiliated to the General Directorate of Education of Diyala Governorate, the second course of the academic year (2021/2022). The researcher followed the experimental design with partial control of the research, and the research community consisted of students of the sixth grade of primary schools in the district of Al-Abbarah. 35 students studied using the exit cards strategy, and the second control group 36 students studied using the traditional method. The researcher used a number of statistical methods in analysing the results and data, including (the T-test, the paragraph difficulty equation, the paragraph discrimination equation, the effectiveness of wrong alternatives equation, the Kward-Richardson 20 equation) and after analysing the results statistically, the results showed the superiority of the students of the experimental group who studied According to the strategy of exit cards over the students of the control group who studied according to the usual method in the post achievement test. In the light of the results of the research, the researcher concluded several conclusions, including: The current study contributed to providing some proposals for educators in general and those with specialization in the field of social studies in particular by employing effective teaching strategies. Accordingly, the researcher recommended several recommendations, including: Emphasis on male and female social studies teachers using effective teaching strategies. Moreover, some suggestions were made such as: Using exit cards strategy for female students’ achievement, since this study was limited to male students.