اثر استراتيجية SPAWN في تحصيل طالبات الصف الأول متوسط في مادة علم الاحياء

Abstract

The current research seeks to answer the following hypothesis ;

- Are there statistically significant differences at the significance level (0.05) between the average scores of students in the experimental group who study according to the SPAWN strategy and the scores of the control group who study using the traditional method of achievement test?

To answer this question, a sample of (61) female students from the first-year middle school was used and they were randomly divided into an experimental group that studied using the SPAWN strategy, consisting of (32) students. The second group was the control group, which was taught using the traditional method and consisted of (29) female students. After applying the research procedures on the sample members, the arithmetic means, standard deviations, and the t-test were extracted for two unequal independent samples for the total scores of the sample members. When analyzing the data, it was concluded that: There are statistically significant differences in the achievement of first-grade intermediate female students attributed to the use of the SPAWN strategy in favor of the experimental group. In light of the results reached by the current research, the researcher recommended the following: 1. The necessity of using the SPAWN strategy in teaching biology at different educational levels due to its clear effectiveness in the achievement test and also on other variables such as the development of different thinking skills and life skills. 2. Training biology teachers, especially male and female, on how to use the SPAWN strategy in teaching. 3. Paying attention and emphasizing the authors and developers of scientific materials to design some study units to develop achievement.