The aim of this study was to investigate the effect of instructional stories as cognitive strategy activators on second grade students’ achievements in Islamic religion and Mathmatics. To accomplish this aim, two available second grade classrooms were taken from elementay schools in Nablus city.  Each classroom consisted of (30) male and female students.  One classroom was used as an experimental group in which they studied the two units by using stories, and the other group was used as a control group in which they studied the same units but in a traditional way without using stories. On the two posttests measuring Islamic religion and Mathmatics achievement, “t” test for independent samples revealed a significant difference (p>.01) in favor of the experimental group.  Two-way ANOVA by using “F” test did also show a significant difference between high and low ability in favor of high ability students, but it didn’t show any significant differences between male and female students.  For a comparison between the achievement of the same experimental group when they studied the Islamic religion by using stories with their achievement when they studied the Mathmatics in the same way using stories, “t” test for dependent samples did not show a significant difference between the two achievements, but approach it (p>.07) in favor of Islamic religion.

According to these results, the researchers recommended teachers to use stories as cognitive strategy activators when they teach subjectmatters in literature like Islamic religion or in science like Mathmatics especially with low grade students.

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Keywords:   Stories.  Cognitive strategy activators. Traditional teaching method. Academic ability level. Gender.  Second elementary grade.

Title

أفنان نظير دروزه و عائشة الباز وشيرين حشايكه

Publisher

المجلة الدولية للدراسات التربوية والنفسية

Publisher Country

Jordan

Publication Type

Both (Printed and Online)

Volume

9

Year

2020

Pages

97-109