أثر إستراتيجية الإثراء الوسيلي في اكتساب المفاهيم الجغرافية عند طالبات الصف الأول المتوسط
The importance of the study comes from being a result for what calls the society at the present time to search the best means and methods to communicate the information to the students for the increased demand on knowledge. This requires the use of effective strategies that facilitate for the student to acquire the concepts of geography in particular. Therefore, the researcher chooses the strategy which is the instrumental enrichment to help the student to create a positive behavior towards the scholastic problems and finding the humanitarian relationship among the student themselves on one hand and the students and their teachers on the other. The students self-confidence is enhanced and motivated to change. The present study aims at knowing the effect of instrumental enrichment in the acquisition of geographical concepts for first grade student in intermediate school. The study is restricted in the students of first grade student in intermediate school\ The Educational Directorate of Rusafa for academic (2013/2014), for the purpose of achieving the objective, the following hypotheses: There is no statistical significant different at the level of 0.5 between the scores of the experimental group who study geography according to the instrumental enrichment and the scores of the control group who learned geographical according to the traditional methods. In order to achieve the aims of the study with matched procedure which include two groups of the study. The sample attained 80 students in Al-Simoud intermediate school for girls in the experimental group and 40 students in the experimental group who are taught according to the method and 40 student in the control group who were taught in the control group. The researcher matched the two groups in terms of: (age in time, intelligence, previous year scores in Iraq Geography and previous knowledge in geography, parent's acquisition). The researcher determined the material in the first semester for the academic year 2013/2014 in geography. It included the first four chapters in the boo The General Principles of Geography for the first grade – intermediate school. The researcher pointed out the main and sub concepts herself which includes the first four chapters of the material. Then, the behavioral objectives were calculated for these chapters which attained 60 objectives according to the level of concept acacquisition (definition, distinction and application). The researcher prepared a research plan for the control group and one for the experimental group. She also prepared a teacher guide for teaching with the instrumental enrichment strategy and handbook for the students. The experiment lasted 8 weeks. The researcher taught the two groups and at the end of the experiment. She applied the instrument of the study on the sample which is the acquisition posttest which she prepared in its final form in 50 items the type of multiple choice with four options. The distinction coefficient and the alternative difficulty were calculated by the use of t-test for two independent samples. The researcher used the statistical means like Pearson Coefficient and Chi-square. The results were as follows: The excel of the experimental group students who studied geography according to the instrumental enrichment over the control group who learned geographical according to the traditional methods in acquisition pretest. (Author’s abstract)