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 "Bilal Saber Mahmoud Mdalal"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Evaluation Methods and Practices of Performance in the 9th and 10th Graders' Biology From Biology Teachers' Point of View in Tulkarm and Qalqilya Governorates
    (2000) Bilal Saber Mahmoud Mdalal; Dr. Mohammed Salem Al-Amlah
    This study aimed at identifying evaluation practices and methods used by Biology teachers in the 9th and 10th grades at UNRWA and public schools in Tulkarm and Qalqilya governorates. The study also sought to identify the extent of their pedagogical practices. The population of the study were 9th and 10th grades' Biology teachers in Qalqilya and Tulkarm governorates, second semester 1998/1999. The subjects of the study were 74 male and female teachers. The researcher used a questionnaire developed by Al-Amre (1989). The questionnaire consisted of four domains. The first domain dealt with evaluation methods used by Biology teachers and consisted of five items. The second domain dwelt on types of questions used by teachers. This domain consisted of six items. The third domain tackled the mental abilities tested in questions, and it consisted of six items. The fourth domain focused on teaching practices used in evaluation of students and it consisted of 45 items. After modification of questionnaire items to suit Biology discipline and to test validity of their content, the researcher distributed the modified questionnaire among a committee of specialized referees, faculty members in the Faculty of Educational Sciences at An-Najah National University. They all approved the validity of its items. To test questionnaire reliability, the researcher used Test-Retest. Reliability was calculated by using Pearson's correlation coefficient. It was 0.93 . The questionnaire was distributed among the subjects of the study. Analysis was made on data collected from 74 returned questionnaires (92% of all subjects). To get the results, SPSS program was used. Findings: 1. The most common methods used by teachers were written tests and reports respectively. 2. The most common types of written questions were false/true questions seconded by matching column A with column B. The least type of questions used was the essay question which required a long answer. 3. The Biology exams mostly tested students' memorization and recalling of information. 4. The most common practice by Biology teachers was test planning. This was pertinent to questions the teachers failed to focus on asking easy questions to secure students' success and other practices related to correction of tests when most Biology teachers resorted to final grade change for some students to help them pass. They would add a few marks to students flunking the tests. 5. Female teachers of Biology used written tests more than their male counterparts and they also diversified the testing of mental abilities in the exam. 6. Tenth graders were exposed to more evaluation practices and methods than ninth graders. 7. Biology teachers with long teaching experience used evaluation methods more than teachers with short teaching experience who used more written exams. Pertaining to mental abilities tested in exams, findings have shown that teachers with moderate teaching experience had received the highest score in terms of testing mental abilities. Recommendations: 1. holding training courses for teachers to learn how to prepare exams and administer them. 2. Recognizing the importance of using the lab in student evaluation. 3. Conducting studies to find out why teachers of Biology were not using questions measuring advanced knowledge. 4. Conducting studies on the influence of classroom question types on comprehension ability of science students in Palestine.