شبكة المعلومات العربية التربوية

The research aims at identifying the effectiveness of a strategy that sent a problem in the achievement and development of the skills of the students of the fifth grade in the history. In order to verify the research objective, the researcher formulated the following zero hypotheses: 1) there is no statistically significant difference at the level of (0.05) between the average score of the tribal and post-experimental tests of the experimental group studying the history of Europe and modern and contemporary America according to the strategy sent a problem in the knowledge skills scale. 2) There is no statistically significant difference at the level of (0.05) between the average score of the tribal and remote tests of the control group who study the history of Europe and modern and contemporary America according to the traditional method in the skills level of knowledge. 3) There is no statistically significant difference at (0.05) between the average scores of the experimental group studying the history of Europe and the modern and modern America according to the strategy of sending the problem and the average score of the control group students who study the same subject in the usual way in the achievement test. 4) There is no statistically significant difference at (0.05) between the average scores of the experimental group studying the history of Europe and modern and modern America according to the strategy sent by the problem and the average score of the control group students who study the same subject in the standard method of the skills of knowledge. The researcher chose the experimental design with partial control of two equal groups. The current research community (9) schools distributed to the directorate of education of India affiliated to the general directorate for the education of the holy province of Karbala. In the random drawing method was chosen preparatory (Al Rajeeba), which includes two divisions of the fifth grade literary,), and (b) and the number of students respectively (31) and (33) students. After excluding the students who dropped out from the previous year, the final research sample consisted of (60) students with 30 students in each group. The researcher was rewarded with two sets of variables, the IQ test, the pre-test of the knowledge-based skill scale, the scientific article on the vocabulary of the first three chapters, and the behavioral goals based on the six levels of bloom's knowledge classification (knowledge, understanding, application, analysis, reaching (132) behavioral goals. The research tools consisted of a 40-item multi-choice test and a metacognitive skills scale, with a total of 40 experimental paragraphs. Stability was obtained by retesting (81, 0) and the metacognitive skills scale by retesting to (82, 0), and the results were processed through the statistical package of social sciences (SPSS). The results showed a statistically significant difference in the responses of the students of the two groups for the benefit of the experimental group which was studied according to a strategy that sent a problem of achievement and a measure of the skills of the knowledge of the control group studied according to the traditional method. The researcher recommended several recommendations, including: encouraging teachers of the material by supervisors to use modern teaching strategies based on a kind of change and diversification in providing patterns of learning information to students. The researcher suggested several research, including: the effectiveness of using a strategy that sent a problem in acquiring historical concepts and keeping them in the middle third grade students in history. (Published abstract)