The Department of Life Sciences discussed the master’s thesis submitted by Ahmed Abdulkarim Abdullah Muhaidi, entitled “The Effect of the Classification Matrix Strategy on Motivation-Related Perceptions and Academic Achievement among Second-Grade Intermediate Students in Biology.” The study was supervised by Prof. Dr. Haider Maseer Hamadallah.
The thesis was evaluated by a distinguished academic committee comprising Prof. Dr. Ahmed Obaid Hassan, Chair; Prof. Dr. Muntaha Mutasher Abdulsahib, Member; Asst. Prof. Dr. Basim Mohammed Ali, Member; and Prof. Dr. Haider Maseer Hamadallah, Member and Supervisor.
The study aimed to investigate the effect of employing the Classification Matrix Strategy on motivation-related perceptions among second-grade intermediate students, as well as to examine its impact on their academic achievement in biology. The research reflects contemporary educational trends that seek to advance science teaching practices by moving beyond traditional approaches based primarily on memorization and teacher-centered instruction toward more effective instructional strategies that promote classroom interaction, active participation, and meaningful knowledge construction.
The study emphasized the importance of providing a supportive classroom environment equipped with appropriate scientific and educational resources, thereby contributing to improved students’ academic achievement and encouraging their active participation in the learning process. It also recommended strengthening pre-service preparation, professional training, and continuous professional development programs for biology teachers to enhance their ability to effectively employ the Classification Matrix Strategy in different instructional contexts rather than relying predominantly on conventional teaching methods.
The researcher further recommended integrating the Classification Matrix Strategy into biology instruction in view of its demonstrated effectiveness in enhancing motivation-related perceptions and academic achievement. The study also highlighted the importance of familiarizing subject-matter supervisors with the strategy and encouraging its integration into contemporary teaching practices. In addition, it recommended organizing in-service training programs to develop biology teachers’ practical skills in applying the strategy effectively in classroom settings.
The significance of the study lies in its contribution to the advancement of active-learning-based instructional practices, which can enhance the quality of science education and foster a more interactive learning environment responsive to students’ educational needs. In this regard, the study directly supports Sustainable Development Goal 4 (SDG 4): Quality Education, particularly through its emphasis on improving the quality of education and promoting effective learning opportunities that enable students to acquire knowledge and skills.
The study may also contribute indirectly to Sustainable Development Goal 9 (SDG 9): Industry, Innovation and Infrastructure, by encouraging the adoption of innovative educational strategies in science teaching and fostering a culture of pedagogical innovation within educational institutions.
The findings underscore the importance of continuously developing instructional practices in biology to promote more effective learning, strengthen students’ motivation and academic achievement, and support educational institutions in adopting contemporary, learner-centered strategies based on active participation, interaction, and the development of students’ capabilities.
