The Effect of the Logical Sequencing Strategy on the Achievement of First Intermediate Grade Students in Chemistry

Abstract

Abstract:
The present study aims to investigate the effect of the Logical Alignment Strategy on the academic achievement of first-grade intermediate students in chemistry. The researchers adopted the experimental method, as it was deemed most appropriate for achieving the study’s objectives. A quasi-experimental design—specifically, the experimental and control group design—was employed. The study sample was randomly selected and consisted of 65 students from Al-Rusafi Intermediate School for Boys, affiliated with the General Directorate of Education, Baghdad / Al-Karkh First. The sample was distributed into 33 students in the experimental group and 32 students in the control group. The researchers established equivalence between the two study groups across several variables, including chronological age (measured in months), science achievement scores for the 2024/2025 academic year (sixth grade of primary school), and intelligence test scores. The instructional content for the duration of the experiment was also specified, comprising the first two chapters of the curriculum.Subsequently, the researchers developed an academic achievement test consisting of 30 multiple-choice items. The test was reviewed by a panel of experts in science and science teaching methods to ensure its validity. Both groups were then assessed using this instrument, and the responses were scored based on predetermined answer keys prepared by the researchers. The test was administered at the conclusion of the experimental period.Data were analyzed statistically using the SPSS program. The findings indicated a statistically significant difference at the 0.05 level between the mean scores of the experimental group and those of the control group, with the advantage in favor of the experimental group on the achievement test.