The effect of the strategy of explaining predictions and supporting hypotheses on fifth-grade students’ scientific achievement in literature topics and texts

The current research aims to identify (the effect of the strategy of explaining predictions and supporting hypotheses on the academic achievement of fifth-grade students in the topics of literature and texts). The researchers adopted the experimental method, as they used an experimental design with partial control for the experimental and control study groups, then they applied the experiment to a sample consisting of ( 60) students from the fifth scientific grade in (Al-Jawahiri Preparatory Boys) affiliated with the Al-Qadisiyah Education Directorate, who were randomly selected from the research community in the city of Diwaniyah in the second course of the academic year (2022-2023), The researchers rewarded the two research groups on a number of variables that they believe may affect the dependent variables, which are (chronological age calculated in months, the academic achievement of the mothers and fathers, the pre-probing reasoning scale, the intelligence test, and the students mid-year grades). To achieve the goal of the research, the researchers prepared the requirements for the experiment, represented by identifying the scientific material, which was represented by six topics in literature and texts from the Arabic language book, the second part of the fifth scientific grade, which are (Abu al-Tayyib al-Mutanabbi, Abu Tammam al-Tai, Badi al-Zaman al-Hamdani, Introduction to the Andalusian Era / the poet Ibn Zaydun, Muwashahat / Lisan al-Din ibn al-Khatib),As well as formulating the behavioral objectives for the teaching plans for the topics mentioned, and the final number reached (80) behavioral objectives. The researchers prepared model teaching plans for each of the topics specified for the experiment. The researchers taught the two research groups, as the students of the experimental group studied using a strategic strategy to explain the predictions and support the hypotheses, and the group control in the usual way, and the experiment lasted (11) weeks, and the researchers built the research tool represented by the achievement test, which consisted of (40) test items (35) of the multiple choice type, and (5) essay items, The validity of the tool was verified, and the coefficient of reliability, difficulty, discrimination, and effectiveness of incorrect alternatives to the test items were calculated, and all of them were acceptable. After analyzing the data, the results indicated that the students of the experimental group excelled over the students of the control group in the achievement test for topics of literature and texts. In light of these results, the researchers concluded a number of recommendations and proposals.