The Effectiveness of Loop Sparring Strategy in the Acquisition of Educational Concepts by History Students in Teaching Methodologies

Abstract

The paper investigates the effectiveness of the looping sparring strategy in the acquisition of educational concepts by history students in the education of teaching methodologies. The research sample consisted of 88 third-year students of the Department of History, College of Education, University of Duhok, enrolled in the academic year (2022-2023). The 88-sample was then subdivided into four sub-groups; two experimental groups (taught educational concepts following regular, traditional methodologies) and two control groups (taught educational concepts following the proposed teaching strategy). To verify research hypothesis and reach aims, the researcher designed a 36-item conceptual test to be evenly allocated to three key concepts (definition, exemplification, application). The designed test scale has been verified as to reliability and validity. The test then was conducted in real-time, and the same test was re-applied in the first semester. After the statistical processing of the test results through an F- factorial bi-directional analysis, the results indicated that; 

1.There has been a statistically significant difference (about 0.05) between the two average achievements means of concept acquisition (regular sparring) for the two experimental groups.

2.There has not been any statistically significant difference (about 0.05) between the two average achievement means of concept acquisition due to sex or methodology variables.

Following discussion and analysis, the paper suggested several recommendations and remedies to help understand how such methodologies can best serve pedagogical methodologies.