THE EFFECT OF THE POST-BRANNAN STRATEGY ON ACHIEVEMENT AND SYSTEMIC THINKING AMONG MIDDLE SCHOOL GIRLS IN BIOLOGY
DOI:
https://doi.org/10.62536/sjehss.2026.v4.i11.pp18-37Keywords:
Post-Brennan Strategy Systemic Thinking, Biology SubjectAbstract
The study aims to identify the effect of the post-Brannan strategy on achievement and systemic thinking among middle school female students. The research sample consisted of 72 students from one of the schools under the General Directorate of Education in Maysan for the academic year 2024–2025. The experimental group consisted of 36 students who were taught using the post-Brannan strategy, and the control group consisted of 36 students who were taught using the traditional method.
The researcher ensured the equivalence of the two groups in variables such as intelligence, prior achievement in science, and prior knowledge. The researcher also prepared two tools: the first was an achievement test composed of 24 multiple-choice questions with four options, and the second was a systemic thinking test composed of 30 multiple-choice questions with four options. The researcher verified the validity and reliability of both tools. After applying the experiment and analyzing the data statistically using the T-test, the results showed significant differences between the experimental and control groups in both the achievement test and the systemic thinking test, in favor of the experimental group.
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