The Effect of 'Cards Challenge Strategy' on the Achievement in Social Sciences Material for Primary Fourth Class Pupils

Abstract

The current research aims to identify the effect of the "Cards Challenge Strategy" on the achievement of fourth-grade primary pupils in social sciences. To achieve the goal of the research, the researchers followed experimental procedures with partial control. The research sample consisted of 64 pupils: 32 in the experimental group and 32 in the control group. The two groups were equal in terms of age, intelligence, prior knowledge, and scores on the pre-achievement test. The researchers formulated behavioral goals, prepared study plans, and developed an achievement test, all of which were reviewed by evaluators to verify validity and reliability.

The researchers administered the achievement test and analyzed the results using the following statistical methods: T-test for two independent samples, difficulty coefficient, discrimination coefficient, effectiveness of alternatives, Pearson correlation coefficient, and Cronbach's alpha.

The study demonstrated the superiority of the experimental group pupils, who studied using the Cards Challenge Strategy, over the control group pupils who followed traditional methods on the achievement test. Based on the results, the researchers reached a number of conclusions, including the contribution of the Cards Challenge Strategy to improving academic achievement in social studies among fourth-grade students compared to traditional methods.

In light of the study results, the researchers presented several recommendations, including adopting the Cards Challenge Strategy in teaching social sciences, especially history, in primary education due to its positive impact on student achievement. They also suggested further complementary studies to expand on the current research.