The Effect of Teaching History Using the Ethical Analysis Approach on the Achievement of Fourth-Year Literary Stream Female Students

Abstract

The study aimed to reveal the effect of teaching history using the moral analysis approach on the achievement of fourth-grade literary students. To achieve the study's objective, the researcher formulated the following hypothetical:

- There are no statistically significant differences at the significance level of (0.05) between the mean scores of the experimental group students who studied according to the moral analysis approach and the mean scores of the control group students who studied using the traditional method in the post-test achievement test.

The researcher used the quasi-experimental method and adopted a semi-equivalent groups design with post-testing, partial control, and a post-test. The study sample consisted of (60) fourth-grade female students in the humanities track, selected purposively from a preparatory school. They were then randomly divided into two groups: an experimental group of (30) students who were taught using the moral analysis approach, and a control group of (30) students who were taught using the traditional method. The research instrument was a multiple-choice achievement test consisting of (50) items, developed by the researcher to measure the students' achievement in history. Its validity and reliability were verified before administration. After conducting the experiment and administering the post-test, the results showed a statistically significant difference at the (0.05) level between the mean scores of the students in the two groups, in favor of the experimental group. This indicates the effect of teaching history using the moral analysis approach on raising the level of academic achievement. This is attributed to the fact that the moral analysis approach helps students explore new ideas, concepts, and materials through their direct interaction with the educational situations presented to them through the steps of the approach and the strategies and activities used in teaching. This motivates students to feel excitement and interest in understanding history, resulting in meaningful learning based on comprehending the ideas presented. The researcher recommends emphasizing the holding of seminars and conferences that examine the latest developments in teaching, encouraging teaching staff to participate in them, and directing education directorates to pay attention to the ethical analysis approach in teaching and learning through the development institutes affiliated with the Ministry of Education.