أثر استخدام بعض طرائق التعلم التعاوني في تدريس الكيمياء على مستويات تحصيل طالبات الصف الأول الثانوي في الأردن

الملخص EN

The study aims to investigate the effect of cooperative learning strategies on 11th grade students’ level of achievements Chemistry in Jordan, by studying four strategies : the traditional student teams-achievement divisions (STAD) Jigsaw strategy (JS) & the Integration Strategy (combines the two STAD & JS).

Specifically, the study tried to answer the following questions : What’s the effect of the (STAD) on students’ Level of Achievement?, What’s the effect of the (JS) on students’ Level of Achievement?, What’s the effect of the Integration Strategy on students’ Level of Achievement?, Does the effect of the Integration Strategy on the students’ Level of Achievement differ from the other strategies? To answer these questions, a sample of (122) 11th grade female students was randomly chosen from a school.

It contained four groups ; each group learned using one of the four strategies that the study investigated.

To achieve the purpose of this study, an achievement exam of 20 items was developed, with an alpha cronbach’s coefficient (0.82).

Also a program for teaching the three strategies was prepared, it contained lesson plans for the chosen units with the titles : chemical bonds & molecules structures, Intermolecular forces between the molecules & the states of matter.

The program was administered to a panel of specialist to establish its content validity.

After applying the program to the three experimental groups in the school, the data was collected by the instrument and processed by SPSS.

The results of the study have shown the following : 1.

When comparing the three levels within the four strategies, the results have shown the significant impact of The Traditional Strategy on the low level, while the impact at the STAD strategy become on medium in addition to low, and rose in the Integration Strategy & Jigsaw strategy to include on the high level also, the values the averages at the three levels indicate a rise of students performance at the Integration Strategy compared to Jigsaw.

2.

With regard to the three achievement levels compared between the four strategies, there has been a higher impact for all strategies at the Low level & the averages were higher at the integration & Jigsaw strategies, followed by STAD & finally the traditional one.

For the medium & high levels, the impact become more within the cooperative strategies & with a significant difference compared to the Traditional Strategy, but remained equal at the integration & jigsaw strategies.