شبكة المعلومات العربية التربوية

This study aims at identifying the impact of data processing strategy on the achievement of fifth class students -literary branch- in the modern and contemporary history of Europe and the United States. In order to achieve this aim, the researcher has set the following hypothesis: 1) there is no statistically significant difference on the level of (0.05) between the average scores of experimental group students who were taught modern and contemporary European history according to the data processing strategy and those of the controlling group who were taught the same topic in the traditional approach in the post achievement test. The experimented was applied on fifth class students-literary branch in Alqalaa High School (experimental group), and Ibn Aqeel High School (controlling group) in Diyala General Directorate of Education / Khalis department of education during the first semester in the academic year (2014-2015). The total number of students in both groups was (59). Randomly, Alqalaa High School was selected to stand for the experimental group which comprised (29) students taught according to data processing strategy. Ibn Aqeel High School was chosen to represent the controlling group of (30) students taught in the traditional method. 2) the researcher matched between students of both groups in the variables of (intelligence, scores in history during the academic year 2013-2014, age in months and parents' academic achievement). Moreover, the researcher adopted the experimental design of partial adjustment after highlighting the scientific material which is the first three chapters of modern contemporary European and U.S history for fifth class-literary branch. Then, the researcher set an achievement test of (40) items consisting of (30) multiple choice questions and (10) essay questions. The face validity of the test and content were verified via exposing them to a group of experts and specialists. The psychometric features of the test; easiness and difficulty coefficient, recognition, distractors efficacy was found. The test reliability was counted depending on spearman, Pearson equation of objective items and Cronbach's alpha of essay questions. In the light of material chosen for the experiment and the general objectives of teaching the modern and contemporary European and U.S history, (125) behavioral objectives were formed and the shown to a group of experts and referees: 1) lesson plans: the researcher has set (39) lesson plans according to data processing strategy for the experimental group, and (39) lesson plans according to the traditional method for the controlling group. 2) Table of features: the researcher prepared a table of features which guarantees being fair in arranging the achievement test items and the behavioral objectives according to the content of the topic. 3) The researcher taught both groups herself during the experiment period which lasted for a whole semester. 4) Results of the study reflected that there was a statistically significant difference between the achievement in history between experimental and controlling group students in favor of the experimental group. 5) In the light of the study results, the researcher recommended the following: a) adopting the data processing strategy in teaching history and other topics. b) Encouraging students to use data processing strategy in the organization and classification of information. Furthermore, the researcher suggested the following: 1) conducting a similar study in topics other than history. 2) Making a similar study in terms of other variables. (Published abstract)