شبكة المعلومات العربية التربوية

The study aims at assessing the effect of the strategic Instructional model in achievement of mathematic learning difficulties students through the investigating of the following hypotheses: 1- There are no statistically significant differences of the standard of (a=0.05) between the mean scores of the experimental group which is taught according to the Strategic Instruction Model and the mean scores of control group which is taught according to the traditional method in the achievement test 2-There are no statistically significant differences at the standard of (a=0.05) between the mean scores of the experimental group which is taught according to the Strategic Instruction Model and the mean scores of the control group which is taught according to the traditional method in achievement motive. The study sample consist of 43 students. It is divided into two group. The experimental group consists of 27 student and the control group consists of 26 students. The equalization of the students is achieved by controlling some variables including (age, the previous achievement of students in Mathematics and the academic level of the parents, degree of intelligent test, degree of diagnostic test and achievement degree). The sample was selected deliberately. An achievement test was prepared by the researcher with 30 multiple –choice items. After that, some kind of validity are ensured and the reliability coefficient was calculated by using Homogeneity coefficient. found the instruction of both group has started during the first semester of the academic year 2014-2015. The experiment lasted for (24) week, fife lectures per weak to both groups. The experimental group has been taught according to Strategic Instruction Model and the control group has been taught according to the traditional method. At the end of the experiment, both group of student were subjected to the same achievement test in order to evaluate the effectiveness of this instruction .After three week, the same test was read ministered to the same sample to measure the students, ability in retaining the learned material. After collecting date, T-Test for two independent group was used to investigate the significant differences between the means. the results of the study are as follows :there are significant differences in achievement and achievement motive in favor of the experimental group. In the light of the results, the researcher recommends to take care of the learning difficulties especially mathematics learning difficulties throw teaching educational models. (Published Abstract)