The Effect of the Narrative Approach Strategy on the Achievement of First Intermediate Grade Students in Social Studies

Abstract

The present research aimed to identify the effect of the narrative approach strategy on first-grade intermediate students' achievement in social studies. To achieve this objective, the researcher formulated a null hypothesis predicting no statistically significant difference at the (0.05) level between the two research groups. The researcher adopted a quasi-experimental design with partial control for two equivalent groups (experimental and control) using a post-test. The research sample comprised (70) students, distributed into (35) students for the experimental group and (35) for the control group at Al-Amal School. The two groups were statistically equivalent in variables: chronological age in months, previous academic achievement, parents' education, and IQ test scores. The research instrument consisted of an objective multiple-choice achievement test of (40) items, whose validity and reliability were verified. Data were analyzed statistically using the Statistical Package for the Social Sciences (SPSS) by applying the independent samples T-test. The results revealed that students in the experimental group taught via the narrative approach significantly outperformed the control group in post-test achievement. The effect size of the narrative approach strategy reached (η² = 0.429), indicating a very large effect size of the strategy on achievement. In light of the results, the researcher recommended adopting the narrative approach in teaching and suggested studying its effect on historical thinking and motivation.