شبكة المعلومات العربية التربوية

This research aims to explore the impact of mastery learning strategy on academic achievement in the holy Quran recitation and intonation course for female students at the fifth grade. The researcher used the semi-experimental approach. The research community consisted of female students at the elementary female school no. (266) in Riyadh, and the research sample consisted of 53 female students from the fifth grade; (26) students within an experimental group, and (27) students within a control group. To collect data, the researcher designed a tool consisting of an achievement test in the following units: Almim Assakinah (silent m), Al-Ikhfaa Ash-Shafwi (oral concealment), Al-Idgham As-Sagheer (minor slurring), and Al-Idhhar Ash-Shafawi (oral manifestation) among the holy Quran recitation and intonation course at the fifth grade of elementary school, issued by the Ministry of Education, Kingdom of Saudi Arabia, edited on (2015/2016). The main findings of this research are as follows: 1) there are statistically significant differences at the level (0.01) between the average of the experimental group and the average of the control group in the re-test application of the achievement test among female students of the fifth grade in holy Quran recitation and intonation; the difference came in favor of the arithmetic mean of the experimental group. 2) The percentage of mastery in the students output after learning their units in accordance with the mastery learning strategy was (91%); this percentage is higher than the level specified in this research as a condition for the success of mastery learning strategy. 3) There are significant differences at the level of (0.01) in the mean scores of female students in the experimental group for post-performance group. 4) There is an efficacy in the mastery learning strategy revealed in the students outputs, with an effect size of (0.90); this means that (90%) of the variation in the arithmetic average of the sample performance in the achievement test was due to the teaching strategy. In light of these findings, the researcher recommends the need to train teachers on the use of the mastery learning strategy; since it is one of the effective strategies to achieve learning goals in religious courses. Also, she recommends conducting similar researches in various education stages and ranks, and in other religious branches and courses. (Published abstract)