أثر إستراتيجية (روبنسون( في تحصيل واستبقاء المعلومات في مادة التأريخ لدى طلاب الصف الخامس الأدبي
The study aims to know’ The Effect of the Robinson Strategy in Achievement and retention history in formation in the fifth class literary’ following null hypothesis: 1) There is no difference between statistically significant at the level 0.05 among at the rate of the students marks in experimental group which are taught history by Robinson Strategy and at the rates of the studying marks in controlled group according to traditional approach. 2) There is no difference between statistically significant at the level 0.05 among the rate of the students’ marks in experimental group which are taught history by Robinson Strategy and the rates of the studying marks in controlled group according to traditional approach in staying the information. To investigate, the researcher has chosen the experimental design a control part, two One is a pilot and the other officer, has been Zeedoon in the province of Missan/District center Almajar-Al kabeer means to be a sample of the study, amounting to a sample search 50 students, represented the Division (B) the experimental group and the 25 studied by using of a Robinson Strategy, and represented the Division (A) the control group and number 25 students have studied in the traditional way. The researcher conducted a statistically equal between members of two groups (experimental and control) using the (t-test), (The Chi-square) in the following variables: (Chronological age calculated in months, level students the two sets of research in history in the exam half-year for Grade average for the academic year 2013 to 2014, and testing of intelligence, academic achievement of parents), and no differences were with statistical significance level 0.05. Researcher prepared 111 a target behavior, included four Chapter in the experiment, prepared plans for teaching specific topics in the classroom experience, and lasted 8 weeks seemed to experience the day today Sunday, (16-2-2014 Sunday, 13-4- 2014, after) the end of the experiment The researcher applied the achievement test consisting of 50 after the paragraph that confirmed the researcher of his sincerity and steadfastness. The researcher has used means the following statistical: The (t- test), Pearson’s correlation coefficient, and Kay square and alpha-Equation and the Equation of the factor essay and objectivity of difficulty the equation coefficient of difficulty of the Euphrates objectivity, and the neutralization coefficient of discrimination of the Euphrates objectivity, the equation of the effectiveness of alternatives wrong, and after using the (t -test), in data processing, resulted in a major search result provided empirical evidence that: Robinson Strategy proved statistically in terms of its effectiveness in the teaching of the history to fifth class literary grade students. In light of the findings the researcher recommended the adoption of Robinson Strategy in the teaching of history for fifth grade students the average, and inform the school of history on the basis of Robinson Strategy and modern Strategy to raise the level of both the teacher and the student, through courses or seminars, educational or special bulletins, and an update for this search, proposed a researcher conducting a similar study of the current study in stages and other classrooms, and on other variables such as direction and self-confidence. (Author’s abstract)