The Impact Of Using Mental Training Strategy In Micro-Teaching Pattern In Immediate And Long Term Achievement And Attitudes And General Self-Concept Of Ninth Grade Students In The Subject Of Chemistry And Geology At The Government Schools Belonging To The Directorate Of Education In Nablus Governorate
| dc.contributor.advisor | Dr. Shehadeh Mustafa Shehadeh Abdo | |
| dc.contributor.author | Wafa' Husein Abdul-Rahim Abu Aqel | |
| dc.date.accessioned | 2017-05-03T09:29:09Z | |
| dc.date.available | 2017-05-03T09:29:09Z | |
| dc.date.issued | 2000 | |
| dc.description.abstract | This study aimed at investigating the impact of using mental training strategy in micro-teaching pattern in immediate and long term achievement and attitudes and general self concept of ninth grade students in the subject of Chemistry and Geology at the government schools belonging to the Directorate of Education in Nablus Governorate. The study attempted to answer the following four questions : 1. What is the impact of the mental training strategy in the micro-teaching pattern on the achievement of ninth basic grade students in the unit " The formation of the Earth Surface and Influencing Factors Affecting It " from the subject Chemistry and Geology ? 2. What is the impact of the mental training strategy in the micro-teaching pattern on the attitudes of ninth basic grade students towards the Chemistry teachers ? 3. What is the impact of the mental training strategy in the micro-teaching pattern on the attitudes of ninth basic grade students towards learning the unit " The formation of the Earth Surface and Influencing Factors Affecting It " from the subject of Chemistry and Geology ? 4. What is the impact of the mental training strategy in the micro-teaching pattern on the general self-concept of ninth basic grade students ? From the previous four questions (16) 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 (143) 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 mental training 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 " Formation of the Earth Surface and the Influencing Factors affecting It " was prepared and verified by referees, and its validity was calculated by using the test-retest method. Its consistency coefficient was (0.78). Its validity was also calculated by using the Kuder Richardson equation (20) which showed that its validity was (0.69). Data were analyzed by using the two Way Analysis of Variance using the factor design (2 X 2) and (T-test) to test the (16) hypotheses of the study. Findings : The study reached the following findings: 1. There were significant differences (α = 0.01) in the academic achievement of ninth basic grade students between the traditional and mental training methods. The difference was in favor of the group which learned by using the mental training strategy. 2. There were no significant differences (α = 0.01) between the means of achievement attributed to sex and interaction between method of teaching and sex. 3. There were no significant differences (α = 0.01) between the means of achievement attributed to time, in favor of long term. 4. There were significant differences (α = 0.01) in the students attitudes towards the teacher of Chemistry and Biology of ninth grade students between the control and experimental groups. The difference was in favor of the experimental group which learned by the mental training strategy. 5. There were significant differences (α = 0.01) in the male attitudes and female attitudes towards the teacher of Chemistry and Geology. The difference was in favor of females. 6. There were no significant differences (α = 0.01) between the ninth basic grade students' attitudes towards the teacher of Chemistry and Geology attributed to the interaction between : method of teaching and sex. 7. There were significant differences (α = 0.01) between the ninth basic grade students' attitudes towards the teacher of Chemistry and Geology attributed to time, in favor of long term. 8. There were significant differences (α = 0.01) between the students' attitudes towards Chemistry and Geology of ninth grade students between the control group and the experimental group which used the mental training strategy. 9. There were no significant differences (α = 0.01) in the attitudes towards Chemistry and Geology attributed to the method of teaching and sex. 10. There were no significant differences (α = 0.01) in the attitudes of students towards Chemistry and Geology attributed to sex, in favor of female. 11. There were significant differences (α = 0.01) in the attitudes of students towards Chemistry and Geology attributed to time, in favor of long term. 12. There were significant differences (α = 0.01) between the means of general self-concept in its various ( academic, social, and psychological ) levels of the ninth basic grade students between the control and experimental groups. The difference was in favor of the experimental group which learned by sing the mental training strategy. 13. There were significant differences (α = 0.01) between the means of the immediate general self-concept in its level of the ninth basic grade students and the means of the deferred self-concept, in favor of long term. 14. There were significant differences (α = 0.01) between the means of general self-concept for males and the mean of general self-concept for females, in favor of females. 15. There were significant differences (α = 0.01) attributed to the interaction between method of teaching and sex. 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 mental training strategy because of its effective impact on reinforcing and enhancing students' concepts and improving their academic achievement. She also recommends that researchers should carry out more studies on other topics of Chemistry and Geology in particular and other science in general. | en |
| dc.description.abstract | This study aimed at investigating the impact of using mental training strategy in micro-teaching pattern in immediate and long term achievement and attitudes and general self concept of ninth grade students in the subject of Chemistry and Geology at the government schools belonging to the Directorate of Education in Nablus Governorate. The study attempted to answer the following four questions : 1. What is the impact of the mental training strategy in the micro-teaching pattern on the achievement of ninth basic grade students in the unit " The formation of the Earth Surface and Influencing Factors Affecting It " from the subject Chemistry and Geology ? 2. What is the impact of the mental training strategy in the micro-teaching pattern on the attitudes of ninth basic grade students towards the Chemistry teachers ? 3. What is the impact of the mental training strategy in the micro-teaching pattern on the attitudes of ninth basic grade students towards learning the unit " The formation of the Earth Surface and Influencing Factors Affecting It " from the subject of Chemistry and Geology ? 4. What is the impact of the mental training strategy in the micro-teaching pattern on the general self-concept of ninth basic grade students ? From the previous four questions (16) 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 (143) 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 mental training 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 " Formation of the Earth Surface and the Influencing Factors affecting It " was prepared and verified by referees, and its validity was calculated by using the test-retest method. Its consistency coefficient was (0.78). Its validity was also calculated by using the Kuder Richardson equation (20) which showed that its validity was (0.69). Data were analyzed by using the two Way Analysis of Variance using the factor design (2 X 2) and (T-test) to test the (16) hypotheses of the study. Findings : The study reached the following findings: 1. There were significant differences (α = 0.01) in the academic achievement of ninth basic grade students between the traditional and mental training methods. The difference was in favor of the group which learned by using the mental training strategy. 2. There were no significant differences (α = 0.01) between the means of achievement attributed to sex and interaction between method of teaching and sex. 3. There were no significant differences (α = 0.01) between the means of achievement attributed to time, in favor of long term. 4. There were significant differences (α = 0.01) in the students attitudes towards the teacher of Chemistry and Biology of ninth grade students between the control and experimental groups. The difference was in favor of the experimental group which learned by the mental training strategy. 5. There were significant differences (α = 0.01) in the male attitudes and female attitudes towards the teacher of Chemistry and Geology. The difference was in favor of females. 6. There were no significant differences (α = 0.01) between the ninth basic grade students' attitudes towards the teacher of Chemistry and Geology attributed to the interaction between : method of teaching and sex. 7. There were significant differences (α = 0.01) between the ninth basic grade students' attitudes towards the teacher of Chemistry and Geology attributed to time, in favor of long term. 8. There were significant differences (α = 0.01) between the students' attitudes towards Chemistry and Geology of ninth grade students between the control group and the experimental group which used the mental training strategy. 9. There were no significant differences (α = 0.01) in the attitudes towards Chemistry and Geology attributed to the method of teaching and sex. 10. There were no significant differences (α = 0.01) in the attitudes of students towards Chemistry and Geology attributed to sex, in favor of female. 11. There were significant differences (α = 0.01) in the attitudes of students towards Chemistry and Geology attributed to time, in favor of long term. 12. There were significant differences (α = 0.01) between the means of general self-concept in its various ( academic, social, and psychological ) levels of the ninth basic grade students between the control and experimental groups. The difference was in favor of the experimental group which learned by sing the mental training strategy. 13. There were significant differences (α = 0.01) between the means of the immediate general self-concept in its level of the ninth basic grade students and the means of the deferred self-concept, in favor of long term. 14. There were significant differences (α = 0.01) between the means of general self-concept for males and the mean of general self-concept for females, in favor of females. 15. There were significant differences (α = 0.01) attributed to the interaction between method of teaching and sex. 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 mental training strategy because of its effective impact on reinforcing and enhancing students' concepts and improving their academic achievement. She also recommends that researchers should carry out more studies on other topics of Chemistry and Geology in particular and other science in general. | ar |
| dc.identifier.uri | https://hdl.handle.net/20.500.11888/7367 | |
| dc.title | The Impact Of Using Mental Training Strategy In Micro-Teaching Pattern In Immediate And Long Term Achievement And Attitudes And General Self-Concept Of Ninth Grade Students In The Subject Of Chemistry And Geology At The Government Schools Belonging To The Directorate Of Education In Nablus Governorate | en |
| dc.title | اثر استخدام إستراتيجية التدريب العقلي في نموذج التعليم الدقيق على تحصيل واتجاهات ومفهوم ذات طلبة الصف التاسع الآني والمؤجل في مادة الكيمياء في المدارس الحكومية التابعة لمديرية تربية وتعليم محافظة نابلس | ar |
| dc.type | Thesis |
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