The Effect of Round House Strategy on Secondary Tenth Graders’ Achievement in Biology

Abstract

      The paper unfolds the impact of the round house strategy on tenth graders’ achievement in biology. In order to realize this, 67 Zakho-based middle school graders enrolled in 2021-2022 term were chosen to apply this strategy. The sample was subdivided into experimental group (32 graders taught biology following the round house strategy) and a control group (35 graders taught biology following traditional techniques). Additionally, certain variables have been integrated into the strategy application, including month-based age, IQ, biology exam score, total average mark, and parents’ education. To verify research statement, an achievement test has been designed following Bloom’s knowledge levels; remembering, understanding, application, and analysis. The test items were verified as to validity, reliability, and stability. The test then was applied to the subjects. Statistical computation was used to reach frequencies and percentages. The study finds that there is a statistically significant difference (about 0.05) across the average scores of both groups for biology and in favor of the experimental group. The paper finally states several conclusions, recommendations and suggestions for further study