Abstract

The aim of the research was to know "(the effect of the strategy of making connections on the achievement of chemistry and reading comprehension among second-grade middle school students)" The research sample was (62) students from the second-grade middle school and included (32) students for the experimental group that will study with the strategy of making connections and (30) students for the control group that will study in the usual way. The researcher derived (169) behavioral objectives within the cognitive levels (remembering, comprehension, application and analysis), according to Bloom's classification of the cognitive domain. The researcher prepared the achievement test consisting of (40) objective multiple-choice paragraphs. The psychometric properties and reliability were confirmed, as the reliability coefficient reached (0.78). As for the reading comprehension test, it consisted of (30) objective multiple-choice paragraphs with four alternatives according to five levels of reading comprehension, which are (literal, inferential, critical, appreciative and creative). The validity and psychometric properties of the questionnaire were verified, and the reliability of its items was determined using the (Kudor Richardson-20) equation, which reached (0.86). The two groups were matched with (chronological age, intelligence (Otis-Lignon), chemistry grades for the first semester, previous information, reading comprehension test). After processing the data statistically using the t-test for two independent samples, the study concluded that the students of the experimental group who studied chemistry according to the strategy of making connections were superior in the achievement test of chemistry, as well as the superiority of the experimental group in the reading comprehension test. In light of the results, the researcher developed conclusions, recommendations and proposals.