The Effect of The Question Grid Strategy on Cognitive Achievement in Mathematics and Lateral Thinking Among Fifth-Grade Science Students
Abstract
The current study aims to identify "the effect of the question grid strategy on achievement and lateral thinking among fifth-grade science students in mathematics." To achieve the research objective, the researcher put forward the following two null hypotheses: 1- At the 0.05 significance level, no statistically significant difference was found between the mean achievement test scores of the experimental group and those of the control group. 2- There are no statistically significant differences, at the 0.05 significance level, between the average scores of the experimental group students and the scores of the control group students on the lateral thinking scale. To achieve the research objective, the researcher adopted the experimental approach, defining the research community as fifth-grade science students in secondary schools affiliated with the Karbala Education Directorate/Center for the academic year (2021-2022). One of the schools was randomly selected to conduct the experiment, using the experimental design with two groups (experimental and control) with a post-test for both academic achievement and lateral thinking. Two groups (A, B) were selected to form the research sample of (59) students, with (29) students in the experimental group, taught according to the "question network" strategy, and (30) students in the control group, taught the subject using the traditional method. The two groups were statistically equivalent in a number of variables, namely: mid-year grades, chronological age calculated in months, parents' academic achievement, and an intelligence test.
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