Impact of distinctive education strategy on fourth students achievements in physics Abdel-Elah Noor Mohamed1,*, Ali Saeed Hussein1, Shnein Mohamed Hadi1 1College of Basic Education, University of Babylon, Babylon City, Iraq *Corresponding author: Noor Mohamed Abdel-Elah. College of Basic Education, University of Babylon, Babylon City, Iraq; E-mail: noorabdelelah1991@gmail.com
Online published on 1 November, 2018. Abstract The research aimed at identifying the impact of the distinctive education strategy in the achievement of students in the fourth class in physics. The researcher adopted the experimental research method as a methodology for conducting his research. It included an independent variable (the differentiated education strategy, the usual method) and a dependent variable. In order to obtain accurate and objective results in the following variables (the first course, the age of the month calculated by the months, the IQ test), before the application of the experiment equivalence, the researcher applied research tools to the two groups of the research. After correcting the students’ answers, the researcher obtained the data of the two research groups. The data were statistically processed by (t-test) The results showed that the experimental group which was studied according to the differentiated education strategy, was superior to the control group which was studied in the normal way in the scholastic achievement variable. Top Keywords Differentiated Education Strategy, Achievement, Fourth Grade Students, Physics. Top |