The Impact of the Name Card Strategy on the Achievement of First-Year Intermediate Female Students in Literature and Texts and Developing their Future Thinking

Abstract

This study aimed to identify the effect of the name cards strategy on the achievement of female first-year intermediate students in literature and texts and to develop their future thinking. To achieve this, the researcher chose a sample of (70) female students from the first intermediate grade in Umm Al-Shuhada Girls’ Secondary School in Diyala Education - Al-Khalis District, with (33) female students for the experimental group and (37) female students for the control group. The researcher studied the experimental group by adopting the name cards strategy and the control group in the traditional way, and rewarded the female students of the two research groups on the variables of chronological age calculated in months, the academic achievement of the mothers and fathers, the intelligence test, and the linguistic ability test. She also controlled extraneous variables that may affect this type of experimental design. The researcher then identified the scientific material, which included (9) topics from the Arabic language book scheduled to be taught to female first-year intermediate students for the academic year 2023-2024, and formulated (96) behavioral objectives specific to the teaching plans for the topics. She also prepared model teaching plans for each of the topics specified for the experiment. In order to measure the achievement and future thinking of female students in both research groups, the researcher prepared two tests. The results showed that teaching using the intellectual harvest strategy in achievement and future thinking is better for first-year middle school female students compared to the traditional method. The researcher recommended the necessity of adopting the name card strategy in teaching the rest of the curriculum vocabulary to first-year intermediate school students.