Abstract
The research aims to study the effect of teaching using the integrated thinking maps strategy on the academic achievement and educational advancement of fifth-grade female students in science. •There is no statistically significant difference at the 0.05 level between the average scores of the experimental group, who will be taught using the integrated thinking maps strategy, and the average scores of the control group, who will be taught using the traditional method, in the achievement test. •There is no statistically significant difference at the 0.05 level between the average scores of the experimental group and the control group in the educational advancement scale. The sample included 51 students from Al-Izdehar Primary School, divided into an experimental group (26 students) and a control group (25 students). The equivalence of the two groups was ensured in variables such as age, intelligence, and prior achievement. The researcher used an achievement test consisting of 30 items and an educational advancement scale. The experiment lasted for 8 weeks, with three lessons taught weekly.
Keywords
Integrated Thinking Maps Strategy, Educational Advancement, Fifth-Grade Female Students
Recommended Citation
Al-Jubouri, Hamziya Hussein Ali
(2025)
"Effect of Teaching Using the Integrated Thinking Maps Strategy on Science Achievement and Educational Advancement Among Fifth-Grade Female Students,"
Uruk for Humanities: Vol. 18:
Iss.
2, Article 8.
Available at:
https://muthuruk.mu.edu.iq/journal/vol18/iss2/8
