فاعلية انموذج BOPPPS في تحصيل طلاب الصف الخامس الادبي في مادة التاريخ

Abstract

research aims to identify the effectiveness of the BOPPPS model in improving the academic achievement of fifth-grade humanities students in history. The population consisted of fifth-grade humanities students in preparatory and secondary day schools in the center of Diyala Governorate, under the Diyala Directorate of Education, for the academic year (2024-2025). The results showed the success of the experimental group. The research reached the following conclusions: 1- The BOPPPS model contributes to building a dynamic and participatory learning environment by providing opportunities for active learning, interaction, and practical application. This environment encouraged the students in the research sample to actively participate with the experimental content and stimulated their sense of responsibility towards their learning, which was reflected positively in their academic achievement. 2- The BOPPPS model emphasized the importance of assessing students' prior knowledge and understanding through pre-assessment activities. The pre-assessment phase contributed to measuring students' knowledge, skills, and misconceptions related to the subject matter. Through this assessment, each student's strengths and weaknesses were identified, contributing to the design of personalized instruction that meets individual learning needs, provides appropriate differentiation among them, and ensures that students possess a solid foundation upon which to build new knowledge. This approach led to a significant improvement in the history achievement of fifth-grade humanities students in the study sample. 3- Teaching history using the BOPPPS model contributes to the application of diverse teaching and learning strategies during interactive learning phases, thus enabling the integration of different learning styles among secondary school students in the research sample. This model effectively promotes student participation and achieves desired learning outcomes in history, as performance levels among students are similar despite differing teaching methods. Based on the above, the researcher reached the following recommendations: 1- Developing history teachers' skills in applying the BOPPPS model stages during the teaching process is a vital step to enhance the effectiveness of education and tangibly achieve the goals of practical training. 2- Considering students' preferred learning styles to acquire practical knowledge through participation in teaching and learning activities, completing tasks, and communicating with peers in collaborative learning. The researcher also put forward several suggestions: 1- Studying the BOPPPS model in variables other than achievement, such as higher-order thinking skills. 2- Conducting a similar study in other educational stages.