The Effect of the Oraly Strategy on Academic Tenth Grade Literary Students in History Subject

Abstract

This research aims to study "The Effect of the Oraly Strategy on Academic Tenth Grade Literary Students in History Subject."

of Critical Thinking Skills among Tenth Grade Literary Students in History Subject."

To verify the research objective, a null hypothesis was formulated stating that there are no statistically significant differences at the significance level (0.05) between the mean scores of students in the experimental group who were taught according to the Oraly strategy and the mean scores of the control group who were taught using the traditional method.

This research was limited to tenth grade literary students in Erbil Governorate at (Rastiyar Boys' Secondary School), totaling 40 students, who were equally distributed between the experimental and control groups. Forty behavioral objectives were formulated based on Bloom's cognitive taxonomy (remembering, understanding, application, analysis) from the history textbook, particularly chapters (fifth, sixth, seventh). The researchers also prepared 48 teaching plans and an achievement test consisting of 40 multiple- choice items. The psychometric properties of the test were extracted and then applied to the research sample.

Using the t- test for two independent samples, the results showed statistically significant differences at the significance level (0.05) in favor of the experimental group that studied according to the Oraly strategy. This indicates that the Oraly strategy has a significant impact on raising the achievement level of tenth grade literary students in history subject. A set of recommendations and suggestions were also developed for future benefit.