Teaching Geography with Active Learning (EDJA) as an example

Abstract

The current study aimed to find out the impact of the EDJA  model on the achievement of geography among fifth grade literary students and achieve the objectives of the current study, and the researchers followed the steps of the semi-experimental approach and divided them into two groups, the first group is the experimental group that received teaching according to the  IDGA model, and the other group is the control group that received teaching using the lecture method. Achieving equality between the two research groups through equality, Before starting the experiment, the researchers were keen to achieve equality between the two study groups through chronological age in months, parents' scores, and tests of intelligence and previous knowledge. It was limited to building an achievement test to measure the achievement level of the experimental students, who numbered (70) students, by building (40) test items, of which (30) were objective items and the rest were articles. Appropriate psychometric properties, including validity and stability, as well as difficulty, discrimination and effectiveness of identified alternatives have been demonstrated. After satisfaction with the test, its characteristics, the experiment and its internal and external integrity, the experiment is approved. In practice, the study reached the following results: The results were as follows:

1. There is a statistically significant difference between the experimental group that uses the IDGA  model in teaching and the control group that uses lectures in teaching.


2. The average score of the experimental group students is higher than the average score of the control group students, which has a statistically significant impact.