أثر دورة التعلم المعدلة في تحصيل طلبة الصف الثاني الثانوي العلمي في الأحياء

Abstract EN

This study aimed at investigating the effect of the modified learning cycle 5E on the achievement of the scientific second secondary students’ in Biology compared with the traditional method.

Specifically, the study aimed at answering the following three questions that have emerged from the major question.

1.

Is there any difference in the scientific second secondary students’ achievement in Biology attributed to the instructional strategy (modified learning cycle, and traditional method)? 2.

Is there any difference in the scientific second secondary students’ achievement in Biology attributed to sex (male/female)? 3.

Is there an effect on the scientific second secondary students’ achievement in Biology that can be attributed to the interaction between instructional strategy and sex? The sample of the study consisted of (118) students- male and female of two secondary governmental schools in Mafraq city; one for boys and the other for girls.

Two sections were chosen and randomly distributed into the experimental group (N=22) of the scientific second secondary classes at Mafraq secondary school for boys; and a control group (N=28).

Two other sections of the second secondary scientific section at Princess Raya Bint Al-Hussain secondary school for girls were chosen; experimental (N=34).

And control Both sections of the experimental groups were taught using the modified learning cycle, whereas the controlled groups were taught using the traditional method.

The teaching material was a unit about the "cell" in Biology textbook for second secondary grade.

Two qualified teachers taught each of the two groups for about seven weeks during the academic year 2003-2004.

A pre-test and a post-test were used to measure the students’ achievement.

The statistical treatments of the data of the study showed the following findings: · There were statistically significant differences in achievement of the scientific second secondary students’ in Biology that can be attributed to the instructional strategy (the modified learning cycle / the traditional method).Those differences were in favor of the students in the experimental group.

· There were no significant differences in the students’ achievement attributed to gender.

· There is no difference in the students' achievement that can be attributed to the factor of interaction between the instructional strategy and gender.

The researacher presents some recommendations upon the results of this study.