The effectiveness of learning strategy with the highest level (LSHL) of academic achievement. Field study on students of the third level with the fifth level from the primary school in the mathematics in El oued

Abstract

The study aimed to find out the effectiveness of the learning strategy with the higher level of academic achievement among third year primary students in mathematics. As one of the applications of social constructivism theory, and in order to achieve this goal, we used the quasi-experimental method, and we identified the design with two groups: an experimental group and a control group with a post- measurement. In this study, the research population is the third-year primary students in District 3. It is the municipality of Al-Muqrin, the wilaya of ELOUED, Algeria for the academic year 2018/2019, we selected the sample by the random cluster method, and we chose two groups by lot, one from Daw Ramadan School, and the second one from Ajal Abdel Razzaq School. And we chose 15 students from each group. We calculated the equivalence for achievement in mathematics and the general average, so we chose by lot one of the two groups and made it experimental. They studied part of the mathematics subject with the cooperative learning strategy with the higher level by engaging 10 students from the fifth primary level to obtain five cooperative groups. And another control, numbering 15 students, studied the same academic content through cooperative learning with more students of the same level. After applying the post- measurement by conducting an achievement test in mathematics, it was prepared for that. We found that there are statistically significant differences at the level of 0.01 between the two groups and in favor of the experimental group, so we concluded the effectiveness of the strategy of learning with the higher level in raising academic achievement in mathematics, and it also gained learners social skills, both for the target level and the higher level.