The Effect of Sequence Answers Strategy on Fourth Year Literary Graders’ Achievement in Arab-Islamic Education

Abstract

This paper aims at realizing how the Sequence Answers strategy can affect fourth year literary graders’ achievement in learning Arab-Islamic civilization and history drawing on the null theory. The researcher, therefore, verified the null theory which hypothesizes that no statistically significant differences are found in the score mean of Arab-Islamic education by both the Sequence Answers-taught graders and the traditionally-taught graders. The subjects sampled for test (n=52) were fourth year literary graders of Diyala-based Al Faraby Boys Preparatory, 26 subjects for the pilot Sequence Answers subgroup, and 26 subjects for the traditionally taught control subgroup. Test variables included test scores and parental education. Additionally, the test proposed 48 behaviorist goals and 48 lesson plans. As for research design and administration, the researcher designed a 40-item achievement test (30 multiple choice-structured objective items and 40 essay-structured items). Test validity, test reliability, and psychometric characteristics have been reached and computed through SPSS-based statistical procedures