The Effect of the "Three Questions + One" Strategy on Achievement of Material of History among Fifth- Literary Grade Girls

Abstract

The current study aimed to investigate the effect of the "Three Questions + One" strategy on achievement in history among fifth-grade literary female students in Diyala Governorate for the academic year (2025-2026). The researchers adopted the experimental method and selected a partially controlled experimental design for both the experimental and control groups. A purposive sample was chosen from Al-Tahrir Preparatory School for Girls, consisting of (56) students. After excluding two students statistically, the final sample became (54) students: (28) students in the experimental group who were taught using the "Three Questions + One" strategy, and (26) students in the control group who were taught using the conventional method. The experiment was conducted during the second semester of the academic year.

The research instrument was a post-achievement test consisting of (50) items (40 multiple-choice questions and 10 essay questions). Its validity, reliability, and psychometric properties were verified. After administering the test and using the Statistical Package for the Social Sciences (SPSS), the results showed a statistically significant difference at the (0.05) level in favor of the experimental group in achievement.

The researchers concluded that the "Three Questions + One" strategy effectively contributed to improving the achievement level of fifth-grade literary students in history compared to the traditional method, and made students a central focus of the learning process. Accordingly, the researchers recommend adopting the "Three Questions + One" strategy in teaching history at other preparatory levels due to its positive impact on achievement. They also suggest conducting further studies to investigate the effect of this strategy on achievement in other subjects and educational stages.