The effect of the herringbone strategy on the achievement and retention of mathematics among second-grade female students

Abstract

The aim of the research is to identify the effect of the herringbone strategy on achievement and retention in mathematics among second-grade intermediate students.
Two of them were chosen randomly, the first group was experimental, which was taught using the herringbone strategy, and the other was a control group, which was taught using the usual method. And after excluding some of the students who failed statistically from the two groups, which numbered five students, to become in each group (33) students, the two groups were equalized in terms of variables (chronological age in months, previous achievement in mathematics, degree of intelligence, educational level of parents).