أثر أنموذج شوارتز في تحصيل مادة علم الاحياء عند طالبات الصف الثاني المتوسط

Abstract

The current study aimed to investigate the effect of the Schwartz model on biology achievement among second-year intermediate female students.

To address this objective, the researcher formulated the following null hypothesis:

There is no statistically significant difference (at the 0.05 level) between the mean achievement scores of the experimental group—taught biology using the Schwartz model—and the mean scores of the control group—taught the same subject using the conventional method—in the biology achievement test for second-year intermediate students.

The researcher employed a quasi-experimental design with partial control to examine the effect of the Schwartz model on the dependent variable (achievement). Two groups—experimental and control—were randomly selected; the control group was taught using the traditional method, which involved lectures and questioning.