Abstract:

The current research aims to know (the effectiveness of the strategy of self-scheduling in the achievement of fourth-grade students in the subject of sociology) by verifying the following hypothesis: There is no statistically significant difference at the level (0.05) in the achievement of fourth year middle school students in sociology who study according to the strategy of self-scheduling, and students who study the same subject in the traditional way. The researcher randomly chose a sample counting its members (70) students divided into two groups, Division (A) represents the experimental group and the number of its members is (35) students, and Division (B) represents the control group whose members are (35) students. A post-test was prepared, to measure the extent of the achievement of the experimental and control group, and the researcher verified its validity and reliability.

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