THE EFFECTIVENESS OF A PROPOSED STRATEGY BASED ON COMPLEMENTARY LEARNING IN ACQUIRING SCIENTIFIC CONCEPTS AMONG MIDDLE SCHOOL STUDENTS

Abstract

The research aims to identify the effectiveness of a proposed strategy based on differential learning in acquiring scientific concepts among middle school students. To achieve the research objective, the researcher adopted the descriptive and experimental research methodologies. The descriptive method was adopted in constructing the proposed strategy, while the experimental method was chosen for the experimental design of two equivalent groups. The researcher chose a sample of second-year middle school students distributed into two sections (A, B). Section (A) was chosen randomly to represent the experimental group and its number of students was (30). In the same way, Section (B) was chosen to represent the control group and its number of students was (30). The research sample in both groups amounted to (60) students. The researcher statistically rewarded the students of the two groups in the following variables: (chronological age calculated in months, previous information test, intelligence test, and previous achievement). The researcher specified the study material in the three chapters of the chemistry book for the second-year middle school. Then the researcher formulated behavioral objectives, the number of which amounted to (156) behavioral objectives representing the six cognitive levels of Bloom's classification in the cognitive domain. As for As for the research tool, the researcher constructed a test for acquiring scientific concepts, which consisted of (60) test items. The validity, discrimination coefficient, difficulty, effectiveness of alternatives, and stability were verified. The researcher used appropriate statistical methods to extract data, and the results showed that the students in the experimental group outperformed the students in the control group