The Efficacy of Modelling Strategy on the Achievement of the Fourth Year-Literary Branch Female Students in History


This paper aims at figuring out the efficacy of the modelling strategy on the achievement of fourth year-literary branch female students in history. The experimental approach is delineated to achieve the aim of the paper. The experiment lasted for a full semester in the academic year 2014-2015. Moreover, the researcher has deliberately selected Al-Iraqia High School for Girls in Al-Khalis City to apply the experiment. She specified the sample of the study to comprise (80) female students who were distributed into two groups; (42) in the experimental group and (38) in the control group. Furthermore, the two groups were matched in the variables of (age in months, students' scores in history in the previous academic year, and parents' academic achievement). Then, the researcher adopted the experimental design of partial adjustment and post-test for both study groups. The experiment started in 15/10/2014 and lasted up to 26/12/2014. After ending up with the experiment, results were statistically analyzed via the T-Test of two independent samples. The results reflected the supremacy of experimental group students who were taught according to the modelling strategy over students of the control group who were taught in the traditional method in the achievement test. Therefore, the researcher concluded the following:1.The use of the modelling strategy may contribute in increasing the efficacy of students' success and their activity which will, in turn, make them the center of the educational process.2.This strategy contributes in increasing the academic achievement of students in the history of Islamic-Arabic Civilization.3.The soundness of what the majority of literatures claim in focusing on making students a focal point of the educational process, asserting students' participation in the learning process, which is stressed by the modelling strategy.