Abstract
The aim of the research is to identify the effect of teaching using the (PROR) strategy on academic achievement in science and student perseverance among fifth-grade students. There is no statistically significant difference at the (0.05) level between the mean scores of the experimental group (who studied using the PROR strategy) and the control group (who studied using the traditional method) in the achievement test.There is no statistically significant difference at the (0.05) level between the mean scores of the experimental group and the control group in the perseverance scale. The researcher adopted a quasi-experimental design, with a sample of 60 students (30 in each group). Equivalence between the two groups was ensured regarding influential variables.56 behavioral objectives for the science subject were formulated according to Bloom's taxonomy (knowledge, comprehension, application).An achievement test consisting of 30 multiple-choice items was developed, and its validity and reliability were confirmed (0.821) The researcher used a perseverance scale (Fadl, 2021) consisting of 30 items, with confirmed validity and reliability (0.887).The experiment lasted for 8 weeks, with three lessons per week for each group.
Keywords
Strategy (PROR), Student Perseverance, Fifth-Grade Students.
Recommended Citation
Al-Jubouri, Salam Dawood Ali
(2025)
"The Effect of Teaching Using the (PROR) Strategy on Academic Achievement in Science and Student Perseverance Among Fifth-Grade Students.,"
Uruk for Humanities: Vol. 18:
Iss.
2, Article 16.
Available at:
https://muthuruk.mu.edu.iq/journal/vol18/iss2/16
