فاعلية نموذج بارمان على التحصيل والتفكير عالي الرتبة في مادة العلوم لدى طالبات الصف الثالث المتوسط

Abstract

The study aimed to reveal the effectiveness of Barman's model on academic achievement and high-order thinking skills in teaching science to third-year middle school students. To achieve the study's objective, the experimental method with a quasi-experimental design based on (pre- and post-test design) was adopted for the control and experimental groups. The researcher prepared the academic achievement test and the high-order thinking skills test. After confirming the validity and reliability of the study tools, the tests were applied to the two groups. The study community represented all intermediate school students in Makkah Al-Mukarramah. The sample size was 60 students, who were distributed equally with 30 students in the control group and 30 students in the experimental group. The results showed that the experimental group outperformed the control group in academic achievement and high-order thinking skills. One of the most important results was the presence of statistically significant differences at the level of (0.05) between the average scores of the experimental group students and the scores of the control group in the post-application of the academic achievement test and high-order thinking skills in favor of the experimental group with a high effect size. In light of the results, the study recommended emphasizing the use of modern models by science teachers, including the Barman model, as it plays a major role in raising the level of academic achievement and high-order thinking