إثر استراتيجية التعلم السريع في تنمية الثقافة التاريخية لدى طالبات الصف الرابع الادبي في مادة التاريخ

Abstract

The present study aimed to investigate the effect of the Accelerated Learning Strategy on developing historical culture among fourth-year literary-stream female students in the subject of history. To achieve this objective, the researcher adopted a quasi-experimental design with partial control involving two equivalent groups: an experimental group that was taught using the Accelerated Learning Strategy and a control group that was taught using the conventional method. The research sample consisted of 70 female students from Al-Khansaa Preparatory School for Girls, with 35 students assigned to each group. Equivalence between the two groups was established in terms of chronological age, parents’ educational attainment, intelligence, and pre-test scores on the Historical Culture Scale. The instructional material was limited to the first four chapters of the textbook History of Arab-Islamic Civilization for the academic year 2025–2026. Appropriate instructional plans were also developed in accordance with the nature of the strategy. The research instrument was an adopted Historical Culture Scale, consisting of 39 items distributed across its domains, with three response alternatives. Its validity and reliability were verified prior to administration. Following the implementation of the experiment and the statistical analysis of the data, the results revealed a statistically significant difference in favor of the experimental-group students in the post-test administration of the scale. This finding indicates the effectiveness of the Accelerated Learning Strategy in developing historical culture. The researcher concluded that employing this strategy contributed to increasing students’ interaction, stimulating their classroom participation, and enhancing their motivation to understand and analyze historical events and relate them to their contextual background, compared with the conventional method. Accordingly, the students in the experimental group outperformed those in the control group, who were taught using the conventional method.