The Effect of the (SQ4R) strategy on the achievement of the General teaching methods subject and self-regulated learning among students of the College of Basic Education

Abstract

      The aim of the research is to identify the effect of the SQ4R strategy on the achievement of the subject of general teaching methods and self-regulated learning among students of the College of Basic Education. To achieve the aim of the research, the experimental research method and the quasi-experimental design with partial control and the post-test for two equivalent samples were adopted. The research sample was selected from third-year students in the Department of Mathematics at the College of Basic Education. The number of its members was 85 male and female students, They were distributed into two experimental and control groups With( 42, 43), respectively. The researcher prepared an achievement test in the subject of general teaching methods, consisting of (35) paragraphs, with (30) objective paragraphs and (5) essay paragraphs. Its validity was verified with a reliability coefficient of (82%). She adopted the Self-Regulated Learning Strategies Scale of (Al-Tamimi, 2010) for its suitability to the Iraqi environment, and because it was built according to the Zimmerman model adopted in the current research, and because it has good psychometric properties, as its reliability coefficient is (87%), and for its suitability to the research sample. It is applied to university students, and consists of (10) strategies, and the number of its paragraphs is (50) paragraphs with a five-point rating, with (5) paragraphs for each strategy. After completing the application of the experiment, which lasted for 10 weeks, the two research tools were applied to the two research groups. After correcting the students’ answers and processing the data statistically using the (Tow Way ANOVA) test, the results showed statistically significant differences at the significance level of 0.05 between the average scores of the students of the two research groups in the achievement test in the general teaching methods material and the self-regulated learning scale according to the teaching method variable and in favor of the students of the experimental group. No differences appeared between the average scores of the students of the two groups according to the gender variable and the interaction variable between the teaching method and gender, except for the (organization and transformation) strategy in the scale, where a difference appeared in favor of the female students. The researcher recommended including the SQ4R strategy and self-regulated learning skills in the vocabulary of teaching methods materials, and training students on how to apply them. I suggested conducting some studies, including: the effect of the SQ4R strategy on the achievement of specialized teaching methods and critical thinking skills among students of the College of Basic Education.