The Impact of the E.R.R.T. Strategy on Developing Expressive Performance among Fourth-Grade Preparatory Students (Literary Track)

Abstract

This research aims to determine the impact of the E.R.4R.T. strategy on developing expressive performance among fourth-grade literary class. The researcher randomly selected Al-Muntaha Preparatory School for Girls, affiliated with the Diyala Governorate Education Directorate/Al-Khalis Education Department. Two classes of fourth grade have been selected to represent the experimental group and control group. The sample consisted of (66) students, with (33) students in each group. The educational material included the material designated for teaching the academic year (2025-2026). The researcher then prepared lesson plans for the students in both research groups and developed a series of expressive performance tests for the purposes of this research. The study was applied to both groups and then corrected based on Al-Hashemi's criteria (1994). Using an independent samples t-test, the results:

• A statistically significant difference at the (0.05) level was found between the mean scores of the experimental and control groups on the series of tests, favoring the experimental group. Based on these results, the researcher recommended the following:
• Adopting the E.R.4R.T. Strategy when teaching the subject of expression. The researcher suggested conducting a similar study on other variables such as literary text analysis, spelling, concept acquisition, and critical thinking.