## The Impact Of Using Explainatory Approach On Immediate And Long- Term Achievement And On Self - Concept Of Ninth Grade Students In Chemistry In Gover

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##### Date

2003

##### Authors

Gada Rawhi Saber Kalbouneh

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##### Abstract

This study aimed at investigating the impact of using explanatory approach on immediate and long- term achievement and on self- concept of ninth grade students in chemistry in " electrical chemistry" and ". Acids and bases" units. the study attempted to answer the following two main questions:
First: What is the impact of using explanatory approach on immediate and long- term scientific achievement of ninth grade students in chemistry in “electrical chemistry" and " acids and bases" units in governmental schools ?
Second: What is the impact of using explanatory approach on general self-concept of ninth grade students in governmental schools?
To answer the questions of the study and test its hypothesis, the researcher conducted this study on a sample consists of (160) males and females of ninth grade students attending public schools belonging to the directorate of education in Nablus governorate. The students of the study were distributed into four sections on different schools: Two for males and Two for females.
Two sections, one for males and one for females were chosen randomly and these two sections represented the experimental sections. the two sections were taught by using explanatory learning approach whereas the other two sections were taught according to the traditional method. A pre-knowledge test was applied its reliability checked by referees and validity was calculated by using Kuder- Richardson Formula No. (20), and its value was (0.71). A pre- self- concept test prepared by Sawalha ( 1990) was applied before the experiment to make sure the even between the two groups. An achievement test also carried out in the units of " electrical chem." And "acids and bases".
Referees checked reliability of the test and validity was calculated by using Kuder Richardson Formula No. (20). and its value was (0.96) and by using Person Formula by Test - Re test Method was (0.89). The self-concept scale was applied to measure student's self - concept. Data were analyzed by using two ways analysis of variance on factor design (2 X2) and "t" test to test the study hypothesis.
Finding:
• There were statistical significant differences at (α = 0.01) level between scientific achievement mean of the students of experimental and control group in favor of experimental group.
• There were statistical significant differences at (α = 0.01) level between scientific achievement means due to sex in favor of females.
• There were no statistical significant differences at (0.01) level between scientific achievement means due to interaction between teaching method and sex.
• There were no statistical significant differences at (α = 0.01) level between scientific achievement means of the experimental group due to time.
• There were statistical significant differences at (α = 0.01) level between the means of general self-concept of the student of experimental and control group. in favor of the experimental group.
• There were no statistical significant differences at (α = 0.01) level between general self-concept means due to sex.
• There were no statistical significant differences at (α = 0.01) level between general self-concept means due to interaction between teaching method and sex.
• There were no statistical significant differences at (α = 0.01) level between general self-concept means due to time. Based on these findings, the researcher recommends that: Curricula designers, educational supervisors, trainers, teachers of science specially teachers of chemistry, interesting and improving students explanations, and concentrating on generating correct scientific explanations which depending on chaining rational deductive for phenomena’s and events.
She also calls for researchers to conduct further studies which cone ring with explanatory learning approach and its relation with self-concept of students and other personal characteristics and its effects in improving students explanations on other subjects in science especially in chemistry courses to make benefit more wide spread.

This study aimed at investigating the impact of using explanatory approach on immediate and long- term achievement and on self- concept of ninth grade students in chemistry in " electrical chemistry" and ". Acids and bases" units. the study attempted to answer the following two main questions: First: What is the impact of using explanatory approach on immediate and long- term scientific achievement of ninth grade students in chemistry in “electrical chemistry" and " acids and bases" units in governmental schools ? Second: What is the impact of using explanatory approach on general self-concept of ninth grade students in governmental schools? To answer the questions of the study and test its hypothesis, the researcher conducted this study on a sample consists of (160) males and females of ninth grade students attending public schools belonging to the directorate of education in Nablus governorate. The students of the study were distributed into four sections on different schools: Two for males and Two for females. Two sections, one for males and one for females were chosen randomly and these two sections represented the experimental sections. the two sections were taught by using explanatory learning approach whereas the other two sections were taught according to the traditional method. A pre-knowledge test was applied its reliability checked by referees and validity was calculated by using Kuder- Richardson Formula No. (20), and its value was (0.71). A pre- self- concept test prepared by Sawalha ( 1990) was applied before the experiment to make sure the even between the two groups. An achievement test also carried out in the units of " electrical chem." And "acids and bases". Referees checked reliability of the test and validity was calculated by using Kuder Richardson Formula No. (20). and its value was (0.96) and by using Person Formula by Test - Re test Method was (0.89). The self-concept scale was applied to measure student's self - concept. Data were analyzed by using two ways analysis of variance on factor design (2 X2) and "t" test to test the study hypothesis. Finding: • There were statistical significant differences at (α = 0.01) level between scientific achievement mean of the students of experimental and control group in favor of experimental group. • There were statistical significant differences at (α = 0.01) level between scientific achievement means due to sex in favor of females. • There were no statistical significant differences at (0.01) level between scientific achievement means due to interaction between teaching method and sex. • There were no statistical significant differences at (α = 0.01) level between scientific achievement means of the experimental group due to time. • There were statistical significant differences at (α = 0.01) level between the means of general self-concept of the student of experimental and control group. in favor of the experimental group. • There were no statistical significant differences at (α = 0.01) level between general self-concept means due to sex. • There were no statistical significant differences at (α = 0.01) level between general self-concept means due to interaction between teaching method and sex. • There were no statistical significant differences at (α = 0.01) level between general self-concept means due to time. Based on these findings, the researcher recommends that: Curricula designers, educational supervisors, trainers, teachers of science specially teachers of chemistry, interesting and improving students explanations, and concentrating on generating correct scientific explanations which depending on chaining rational deductive for phenomena’s and events. She also calls for researchers to conduct further studies which cone ring with explanatory learning approach and its relation with self-concept of students and other personal characteristics and its effects in improving students explanations on other subjects in science especially in chemistry courses to make benefit more wide spread.

This study aimed at investigating the impact of using explanatory approach on immediate and long- term achievement and on self- concept of ninth grade students in chemistry in " electrical chemistry" and ". Acids and bases" units. the study attempted to answer the following two main questions: First: What is the impact of using explanatory approach on immediate and long- term scientific achievement of ninth grade students in chemistry in “electrical chemistry" and " acids and bases" units in governmental schools ? Second: What is the impact of using explanatory approach on general self-concept of ninth grade students in governmental schools? To answer the questions of the study and test its hypothesis, the researcher conducted this study on a sample consists of (160) males and females of ninth grade students attending public schools belonging to the directorate of education in Nablus governorate. The students of the study were distributed into four sections on different schools: Two for males and Two for females. Two sections, one for males and one for females were chosen randomly and these two sections represented the experimental sections. the two sections were taught by using explanatory learning approach whereas the other two sections were taught according to the traditional method. A pre-knowledge test was applied its reliability checked by referees and validity was calculated by using Kuder- Richardson Formula No. (20), and its value was (0.71). A pre- self- concept test prepared by Sawalha ( 1990) was applied before the experiment to make sure the even between the two groups. An achievement test also carried out in the units of " electrical chem." And "acids and bases". Referees checked reliability of the test and validity was calculated by using Kuder Richardson Formula No. (20). and its value was (0.96) and by using Person Formula by Test - Re test Method was (0.89). The self-concept scale was applied to measure student's self - concept. Data were analyzed by using two ways analysis of variance on factor design (2 X2) and "t" test to test the study hypothesis. Finding: • There were statistical significant differences at (α = 0.01) level between scientific achievement mean of the students of experimental and control group in favor of experimental group. • There were statistical significant differences at (α = 0.01) level between scientific achievement means due to sex in favor of females. • There were no statistical significant differences at (0.01) level between scientific achievement means due to interaction between teaching method and sex. • There were no statistical significant differences at (α = 0.01) level between scientific achievement means of the experimental group due to time. • There were statistical significant differences at (α = 0.01) level between the means of general self-concept of the student of experimental and control group. in favor of the experimental group. • There were no statistical significant differences at (α = 0.01) level between general self-concept means due to sex. • There were no statistical significant differences at (α = 0.01) level between general self-concept means due to interaction between teaching method and sex. • There were no statistical significant differences at (α = 0.01) level between general self-concept means due to time. Based on these findings, the researcher recommends that: Curricula designers, educational supervisors, trainers, teachers of science specially teachers of chemistry, interesting and improving students explanations, and concentrating on generating correct scientific explanations which depending on chaining rational deductive for phenomena’s and events. She also calls for researchers to conduct further studies which cone ring with explanatory learning approach and its relation with self-concept of students and other personal characteristics and its effects in improving students explanations on other subjects in science especially in chemistry courses to make benefit more wide spread.