Methods of Teaching Science

Permanent URI for this collection

https://hdl.handle.net/20.500.11888/3182

Browse

Browsing Methods of Teaching Science by Author "Balsam Abdul-Fattah Zaid Dawabsheh"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    The Impact Of Using Reflective Learning Trend On The Academic Achievement Of Tenth Basic Grade Students In Chemistry At The Government Schools Belonging To The Directorate Of Education In Nablus Governorate And Their Attitudes Towards It
    (2000) Balsam Abdul-Fattah Zaid Dawabsheh; Dr. Shehadah Mustafa Shehadah Abdo
    This study aimed at investigating the impact of using reflective learning trend on the academic achievement of tenth basic grade students when learning the concepts of the unit " Exploring and Prospecting Natural Resources " at the government schools of the Nablus Governorate. It also aimed at investigating the impact of using reflective learning trend on the attitudes of tenth grade students when learning the same unit and towards the subject of Chemistry and Geology and its teacher. The study attempted to answer the following two main questions: 1. What is the impact of the reflective method on the achievement of tenth basic grade students in the unit “Exploring and Prospecting Natural Resources “from the subject Chemistry and Geology? 2. What is the impact of the reflective method on the attitudes of tenth basic grade students towards the learning of the unit “Exploring and Prospecting Natural Resources "from the subject Chemistry and Geology and its teacher? From the previous two questions, 14 sub-questions were derived. To answer the questions of the study and to test its hypotheses, the study was conducted on a study sample consisting of (136) male and female students from the government schools belonging to the Directorate of Education in the Governorate of Nablus distributed on four sections at four different schools ( 2 male schools and 2 female schools ). Two sections (one for males: the other for females) were selected randomly to represent the experimental sections and taught by using the reflective method while the other two sections were taught by using the traditional method. Pre-knowledge test and attitude scale pattern were prepared to make sure that the two groups were similar. Achievement test in the unit “Exploring and Prospecting Natural Resources” was prepared and verified by referees, and its validity was calculated by using the test-retest method. Its consistency coefficient was (0.96). Its validity was also calculated by using the Kuder Richardson equation No. 20 which showed that its validity was (0.64). Data were analyzed by using the Three Way Analysis of Variance using the factor design (2 X 2 X 2) to test the fourteen hypotheses of the study. Findings: The study reached the following findings: 1. There were significant differences (α = 0.01) in the academic achievement of tenth basic grade students between the traditional and reflective methods. The difference was in favor of the group which learned by using the reflective method. 2. There were no significant differences (α = 0.01) between the means of achievement of tenth basic grade male students who learned the unit "Exploring and Prospecting Natural Resources” by the reflective method and the means of achievement of tenth basic grade female students who learned the same unit by the reflective method. 3. There were no significant differences (α = 0.01) between the mean of immediate achievement of tenth basic grade students who learned the unit "Exploring and Prospecting Natural Resources” by the reflective method the experimental group) and the mean of their deferred achievement when learning the same unit by using the reflective method. 4. There was no significant effect (α = 0.01) attributed to the bilateral interaction and the trilateral interactions among the three variables of the study (sex, time, and method) on the academic achievement of tenth basic grade students. 5. There were significant differences (α = 0.01) between the students' attitudes towards Chemistry and Geology of tenth grade students between the traditional and reflective methods and the difference was in favor of the group that learned by the reflective learning method. 6. There were significant differences (α = 0.01) between the students' attitudes towards the teacher of Chemistry and Geology of tenth grade students between the traditional and reflective methods and the difference was in favor of the group that learned by the reflective learning method. 7. There were significant differences (α = 0.01) between the attitudes of male and female students towards Chemistry and Geology and the difference was in favor of female students. 8. There were significant differences (α = 0.01) between the attitudes of male and female students towards the teacher Chemistry and Geology and the difference was in favor of male students. 9. There were no significant differences (α = 0.01 ) in the attitudes of the tenth basic grade students while learning the unit ' Exploring and Prospecting Natural Resources ' by the reflective learning method ( the experimental group ) and their attitudes after learning the same unit by the same method. 10. There was no significant interaction (α = 0.01) between the method and sex variables in affecting the attitudes of the students towards Chemistry and Geology at the tenth basic grade students. 11. There were significant differences (α = 0.01 ) between the method and sex variables in affecting the attitudes of the students towards the teacher of Chemistry and Geology at the tenth basic grade students and the difference was in favor of male students. 12. There was no significant impact (α = 0.01) attributed to the bilateral and trilateral interactions among the three variables of the study (method, time, and sex) in the attitudes of the tenth basic grade students towards Chemistry and Geology. 13. There was no significant impact (α = 0.01) attributed to the bilateral and trilateral interactions among the three variables of the study (method, time, and sex) in the attitudes of the tenth basic grade students towards the teacher of Chemistry and Geology. Recommendations: In accordance with the findings of the study, the researcher recommends that curricula designers, educational supervisors, educational training and rehabilitation officials, and teachers of Chemistry and Geology should use the reflective learning method because of its effective impact on improving student’s achievement. He also recommends that researchers should carry out more studies on other topics of Chemistry and Geology in particular and Science in general so that advantages will prevail.