The Effect of The Structural Analysis Model on Achievement And Motivation Towards Learning Geography Among Fourth-Literary Female Students

Abstract

          The research aims to identify the effect of the structural analysis model on achievement and motivation towards learning geography among fourth-grade literary students. To achieve the research objective, the experimental method was adopted with two groups (experimental and control) with a post-test. The research community was represented by fourth-grade literary students in government daytime intermediate and secondary schools for girls affiliated with the General Directorate of Education of Baghdad Governorate, Al-Rusafa II, for the academic year 2022/2023. By random drawing, the researcher chose Al-Huda Intermediate School for Girls to implement her experiment, as the number of its students reached (76) students from the fourth-grade literary students. By simple random drawing, Section (B) was chosen to represent the experimental group, numbering (38) students, and Section (A) to represent the control group, numbering (38) students. Equivalence was carried out between the two groups in the variables (chronological age, previous academic achievement, motivation). Two research tools were prepared: the first was an achievement test consisting of (40) test paragraphs, including (32) objective multiple-choice paragraphs and 8 essay paragraphs.  The second tool was a motivation scale consisting of (34) test items. Appropriate statistical analyses were conducted for the test and scale items, ensuring their psychometric properties. The results showed that the experimental group, which studied using the structural analysis model, outperformed the control group in achievement and motivation towards learning geography.