The impact of teaching history, Iran, with the decision-making strategy, on the achievement of third-year students

Abstract

   The research aims to know the effect of teaching history of Iran on the decision-making strategy on the achievement of third-year students. To achieve the goal of the research, the researchers put the following hypothesis:-

   There are no statistically significant differences at the level (0.05) between the average scores of the experimental group students who study history in Iran using the decision-making strategy and the average scores of the control group students who study the same subject in the traditional way in the achievement test

     The College of Basic Education / Department of History has been deliberately tested to apply the research. Hall (2) was chosen by random appointment to be the experimental group who study using the decision-making strategy, numbering (30) students, and Hall (3) to be the control group who study in the traditional way. 30) female students and included topics according to vocabulary for the first semester of the year 2021/2022, and the two researchers studied the research groups. T-test for two independent samples, where the search result showed:

 The students of the experimental group who study history in Iran with the decision-making strategy outperform the students of the control group who study the same subject in the traditional way in the achievement test