The effect of the (cause and effect) strategy on the achievement of chemistry for first–grade intermediate students

Abstract

This study aims to examine the role that cause and effect play in first graders' chemistry learning and performance.
Our study argues that the standard procedures for the chemistry improvement test show no statistically significant difference at the level of group significance (0.05).
The two researchers relied on a controlled experiment to accomplish their study objectives. They awarded the control and experimental groups medals based on a number of factors, including chronological age in months, IQ test, prior information test, prior accomplishment test, and attitude towards self-learning measure.
The research instrument consisted of an achievement test of (40) multiple-choice items (with four possible responses each), with the psychometric characteristics calculated. The data were statistically analyzed and processed. The study found that there is a statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who studied according to the cause and effect stratagem and the control group students who studied according to the traditional approach.