THE EFFECT OF THE TASK-BASED LEARNING STRATEGY (TBL) ON THE ACHIEVEMENT OF FIRST-GRADE INTERMEDIATE STUDENTS IN SCIENCE AND THEIR INFERENTIAL THINKING

Abstract

The research aims to identify the effect of the task-Bases learning strategy (TBL) on the achievement of first-grade intermediate students in science and their inferential thinking, The research sample amounted to (74) students, with (37) students in the experimental group and (37) students in the control group. The two research groups were rewarded in the variables (chronological age, intelligence test, previous information test scores in science, and previous achievement). in the second part of the science book to be taught, The behavioral objectives of the five chapters, which numbered (169), were formulated as behavioral objectives representing the four levels of Bloom's classification in the cognitive domain (remember, comprehension, application, and analysis) He promised one of the two tools, the achievement test, and adopted the (Al-Dulaimi, 2014) scale of inferential thinking, The achievement test consisted of (30) items of a multiple-choice type with four alternatives, while the inferential thinking scale consisted of (20) items with four alternatives, and extracted the psychometric properties and stability for them, The data was analyzed and treated with the adoption of the statistical package SPSS and the Office program (Microsoft Excel) and the experiment was identified (12) weeks, and at the end of the experiment, the researcher applied the achievement test and the inferential thinking scale, The students of the two research groups, and the results were corrected and treated statistically. The results showed that the students of the experimental group differed over the control group in the achievement of science and their inferential thinking.