The Effect of Using the Pedagogy Contract Strategy on the Achievement of Fifth-Grade Elementary School Students in Science and Their Positive Thinking

Abstract

The aim of this research is to investigate the effect of using the pedagogy contract strategy on the achievement of fifth-grade elementary school students in science and their positive thinking. To achieve this goal, two null hypotheses were formulated.

The research sample consisted of (67) female students who were randomly distributed into two groups: Group (C) as an experimental group with (33) students and Group (A) as a control group with (34) students. The two groups were matched in terms of the following variables: previous knowledge of science, intelligence, and positive thinking.

The researcher prepared an achievement test consisting of (30) multiple-choice items and (35) items of the positive thinking scale. The validity and reliability of the tests were verified before they were applied to the research sample.

The results of the research showed that the experimental group that studied according to the pedagogy contract strategy outperformed the control group that studied using the traditional method in the achievement test and the positive thinking scale.

Based on this, the researcher presented a set of recommendations and suggestions.