The Effect of the Original Source Text Analysis Strategy on the Achievement of Fifth-Grade Literary Stream Female Students in History

Abstract

The study aimed to investigate the effect of the Original Text Analysis Strategy on the achievement in history among fifth-grade literary female students.To achieve the objective of the study, the researcher formulated the following null hypothesis:There is no statistically significant difference at the level of significance (0.05) between the mean scores of students in the experimental group who study history using the Original Text Analysis Strategy and the mean scores of students in the control group who study the same subject using the conventional method in the post-achievement test.To achieve the research objective, the researcher adopted the experimental approach and employed a partially controlled experimental design involving two groups: an experimental group and a control group.
The research population consisted of fifth-grade literary female students enrolled in governmental daytime secondary and preparatory schools for girls affiliated with the General Directorate of Education in Diyala Province / Al-Miqdadiyah District. The population included (12) schools with a total of (283) students.

Al-Miqdadiyah Preparatory School for Girls was selected randomly to implement the experiment during the second semester of the academic year (2025–2026).

The research sample consisted of (52) students, distributed equally between the two groups, with (26) students in the experimental group and (26) students in the control group. After excluding one repeating student, the final sample consisted of (51) students, including (25) in the experimental group and (26) in the control group.After statistically analyzing the data, the study found a statistically significant difference between the mean scores of the two research groups in the post- achievement test in favor of the experimental group.Accordingly, the null hypothesis was rejected, indicating the effectiveness of the Original Text Analysis Strategy in improving the achievement of fifth-grade literary female students in history.In light of the findings, the researcher recommended adopting the Original Text Analysis Strategy in teaching history and preparing instructional guides for teachers that include practical models for analyzing historical texts.

The researcher also suggested conducting future studies to investigate the effect of this strategy on other variables such as hierarchical thinking and social intelligence, applying it across different educational stages and subjects, examining other types of historical texts, and exploring its integration with artificial intelligence technologies.