The Effectiveness of Herrmann’s Model on the Academic Achievement of Second-Grade Intermediate Students in Mathematics

Abstract

The objective of this research is to identify the effectiveness of Herrmann's Model on the academic achievement of second-grade intermediate students in Mathematics. The researcher adopted an experimental design with partial control to manage research variables. The sample consisted of (70) students, divided into two groups: (35) students taught using Herrmann's Model (the experimental group) and (35) students taught using the conventional method (the control group).

Prior to the experiment, the researcher ensured equivalence between the two groups across several variables: (chronological age in months, previous achievement in mathematics, prior knowledge test, and intelligence test). Statistical analysis confirmed that the two groups were equivalent in these variables. Following the equivalence process, the researcher developed lesson plans, objectives, and tests for both groups. Upon completing the experiment, the research tools were administered, and data were collected for both the experimental and control groups. The data were statistically processed using an Independent Samples T-test. The results revealed a significant superiority of the experimental group (taught via Herrmann’s Model) over the control group (taught via the conventional method) in the academic achievement variable.