The Effect of Motivated Abstract Thinking Model on Academic Achievement of Grade-5 High School Students

Abstract

The authors of this study implemented an experiment to investigate the validity of the null hypothesis, which claimed that there was not a statistically significant difference (sig. = 0.05) between the mean score of the experimental group, who studied according to the motivated abstract thinking model, and the academic achievement mean score of students in the control group, who studied conventionally.This test was applied in the first semester of the 2020-2021 academic year in Al-Zoha high school, affiliated with the General Education Administration of Baghdad, Karkh 3rd. The researchers identified the first four chapters of the sciences course of the grade-5, high school students, studying empirical sciences1, as the scientific material. The results of this research, which exploited
an appropriate statistical instrument, indicated that the experimental group students, who studied according to the motivated abstract-thinking model, were outperformed the control group students, who studied conventionally.