The Effect of the (P.E.C.S) Strategy on Mathematics Learning Efficiency Among Fifth Scientific Grade Students

The present study sought to investigate the impact of the (P.E.C.S) instructional strategy on optimizing mathematical learning efficiency among fifth-grade scientific female students. To fulfill this objective, an experimental sample comprising (61) female participants from the aforementioned grade was selected and randomly allocated into two distinct cohorts. The experimental cohort, consisting of (28) students, was instructed utilizing the sequential procedures of the (P.E.C.S) strategy, whereas the control cohort, involving (33) students, received instruction via conventional pedagogical methods.

       Prior to the intervention, statistical equivalence between both groups was established across several variables. To accurately assess the multidimensional construct of learning efficiency, the researcher designed a comprehensive, integrated measurement instrument. This tool encompassed an objective mathematical achievement test of (30) items. Uniquely, each individual test item was appended with a nine-point rating scale to instantaneously gauge the specific cognitive load (mental effort) exerted during its resolution, alongside a precise recording of the total time consumed to complete the test. The methodological distinctiveness of this research lies in its data processing approach; the raw scores of these heterogeneous indicators were transformed into standardized scores, enabling their consolidation into a novel mathematical equation proposed by the researcher to holistically compute learning efficiency. The developed instrument demonstrated robust psychometric properties, including validity, item discrimination, and reliability.

The field experiment was conducted during the first semester of the academic year (2025-2026). Upon data collection and subsequent statistical analysis, the empirical findings demonstrated the following:

1.      A statistically significant difference emerged at the (0.05) alpha level between the mean scores of learning efficiency, favoring the experimental cohort subjected to the (P.E.C.S) strategy.

2.      The implemented strategy proved highly superior in significantly minimizing both the invested cognitive effort and the time consumed, while concurrently sustaining a high degree of response accuracy in academic achievement, in contrast to the conventional teaching approach.