The Effect of Meaningful Learning Strategy on Iraqi Preparatory Pupils' Achievement

Abstract

The current study aims at investigating the effect of meaningful learning strategy on Iraqi Preparatory pupils achievement . In order to achieve the study aim , the following  hypotheses has been formulated. There is no statistical significant difference between the mean scores of the experimental group who is taught by meaningful learning strategy and control group who is taught by conventional method in post pupils' achievement test. The sample of the study is (50) pupils who are taught during the academic year 2021-2022 . They are selected randomly from Baiji Preparatory School for Girls. The fifth grade scientific biological branch consists of two groups are selected as a sample of the study . The study is divided into experimental group and a control group . The group (A) which is selected to be the experimental group and group (B) which is selected to be the control group are chosen from Baiji Preparatory School for Girls. The two groups have been equalized according to the following variables educational level of parents , age(in months) , the pupils scores in the pretest, and English scores in the previous Schooling year. A unified posttest which contains five questions is constructed to collect data. Face and content validity have been ascertained. Reliability coefficient have also been ascertained by using the Alpha_Cronbach method. Thus, the whole sample has been exposed to posttest . The data collected from results of the posttest have been analyzed stastically by using T-test  for two independent samples . The results show that there is statistically significant differences among the mean scores of the experimental group who is taught by meanngful learning strategy, and control group who is taught by conventional method. Finally, some conclusions , pedagogical recommendations , and suggestions for further studies have been put forward.