The Effect of the Balance Strategy on the Science Achievement of Fifth-Grade Female Students

In the present study, an effect of the balancing strategy on the science achievement of female fifth-grade students was investigated. The study was designed as an experimental study to find out whether the application of the balancing strategy could result in improvement in science achievement as compared to the conventional strategy. The total number of female students who were in 5th grade were divided into 2 groups consisting of 25 students each; experimental group and control group. The experimental group was taught the science using balancing teaching strategy, and the control group was taught the conventional method. The collected data were subjected to several statistical treatments while using various methods, namely frequency, arithmetic mean, standard deviation and effect size to determine the difference between the two groups. The results demonstrate that the experimental group had significantly better science achievement than the control group. This means that the balancing strategy has a positive impact on students' learning achievement. These findings demonstrate that using appropriate instructional strategies can improve students’ understanding and achievement in science. The researcher suggests the use and testing of the balancing strategy in other subjects and educational levels to see the general effectiveness of the strategy as an instructional strategy.