أثر التدريس باستخدام التعليم المتزامن والاستقصاء العلمي على التحصيل والتعلم الذاتي في مادة الكيمياء لدى طلبة الصف العاشر الأساسي في مدارس وزارة التربية والتعليم في لواء البادية الوسطى

الملخص EN

This study aimed to reveal the effectiveness of teaching using simultaneous education, asynchronous education, and scientific inquiry on achievement and self-learning in chemistry among students in the tenth grade in Ministry of Education in the Central Badia distract.

The study sample consisted of (88) students from the tenth grade, distributed into four random divisions, was randomly selected to represent the experimental divisions and a random division as an control division, where the experimental divisions distributed consisted of a division of (21) students studied using simultaneous education, and ascend division consisted of (22) Students studied using asynchronous education, the third experimental division consisted of (23) students who studied using the Scientific inquiry, and the fourth division represented the control group and consisted of (22) students who studied by the usual method, and the semi-experimental approach was adopted.

To achieve the objectives of the study, the following tools were used: an achievement test and a measurement of self-learning were developed by the researchers.

The results of the study showed differences between the average performance of students with statistical significance at (α≤1915) between simultaneous education on the one hand and both asynchronous education and the usual method on the other, and the differences came in favor of the simultaneous education were shown, and differences between the average performance of students with statistical significance at (α≤1915) between asynchronous education and scientific inquiry and the differences came in favor of the of the scientific inquiry were shown, and differences between the average performance of students were statistically significant at (α≤1, 15) Between the Scientific inquiry and regular method, the differences came in favor of the scientific inquiry.

In the light of these results, the study recommended working to introduce a simultaneous education system in the teaching of other subjects in addition to chemistry and focusing on it as a way to increase students' productivity and abilities, focus on the method of scientific inquiry and use it in particular in scientific subjects, because it is effective in increasing their achievement, work on the development of devices and tools that help increase the effectiveness of simultaneous learning and asynchronous learning, and work as much as possible to provide the appropriate technological devices for all students.