أثر تدريس مادة العلوم باستراتيجية دورة التعلم الخماسي (E5)‎ في تحصيل تلاميذ الصف الخامس الابتدائي الآني و المؤجل و اتجاهاتهم نحوها

Abstract EN

The objective of the research verified the following zero hypotheses: 1.

There is no statistically significant difference at (0.05) between the average scores of the experimental group who study according to the five-year learning cycle strategy (5 E) and the average of the students of the control group who study according to the normal method of instantaneous achievement.2.

There is no statistically significant difference (0.05) among the average scores of the experimental group who are studying according to the five-year learning cycle strategy (5E) and the average grade of the control group students who study according to the usual method of deferred achievement.3.

There is no statistically significant difference (0.05) among the average scores of the experimental group who are studying according to the five-year learning cycle strategy (5E) and the average grade of the control group students who study according to the usual method in their orientation towards science.

The study was limited to the fifth grade pupils in Al Falah Primary School for Boys, which consisted of three divisions.

It was chosen by random assignment (Division A) to represent the experimental group that studied the five-year learning strategy (5E) by 26 students.

(26) students.

Thus, the sample of the study reached (52) students.

The two groups were rewarded in the variables (previous information, intelligence, previous achievement, direction towards science), representing the first three levels of Bloom's knowledge field classification (recall, assimilation, application).

25 study plans were prepared for the experimental group and similar to the control group.

A group of experts and specialists prepared two tools: First: A multivariate selection test with four alternatives of (30) paragraphs, according to Bloom's classification of the cognitive field, and then verified the validity of the test by presenting it to a group of arbitrators in the fields of teaching science, psychological and educational sciences, And validated the content through the preparation of the test map (specification table) and the calculation of stability in the test method and re-test using the Pearson coefficient to (0.80).

The second instrument is a measure of the direction of the material according to the three-dimensional Likert scale, consisting of (18) paragraphs.

The verifiable honesty of the scale and the validity of the construction was verified, as well as the extractive force of its fractions in the two extreme groups using the t-test of two independent samples and the stability calculation Using the retest using the Pearson coefficient (0.86), and also the stability calculation using the Alpha-Cronbach internal consistency method (0.88).

The results showed that the students of the experimental group who studied in accordance with the five-year learning strategy (5E) exceeded their peers in the control group who studied according to the normal method in terms of the time, .