فاعلية نموذج تسريع التعلم في تدريس العلوم على الاتجاه نحو المادة لدى طالبات الصف الأول المتوسط

Abstract EN

The objective of the study was to identify the effectiveness of the accelerated learning model on the academic achievement and the attitudes towards science among female students in the first middle grade.

In order to achieve the objectives of the study, the experimental method was used according to the semi-experimental design for the experimental and control groups.

The study sample consisted of (88) female students of the first middle grade in the Al Baha region whom were randomly selected.

The students were distributed on two groups.

The first group is the experimental group, which consist of (44) students who were taught the fifth unit (life variance) of the science curriculum according to the accelerated learning model.

The second group is the control group, which consist of 44 students, who were taught by the traditional method.

The study tools were the achievement test and the scale of the trend towards science that was prepared by the researcher.

The validity and stability of the scale were verified before it was applied.

The findings revealed the existence of statistically significant differences between the mean scores of the experimental group students in the pre and post achievement test on each of its levels (recalling, comprehension, application, total score of the test) in favor of the post-application.

There were statistically significant differences between the means scores of the experimental group students in the post achievement test on each of its levels in favor of the experimental group.

The modified Blake's gain ratio in the experimental group in the pre and post achievement test was (1.33).

The findings revealed the existence of statistically significant differences between the mean scores of the experimental group students in the pre and posttests of the scale of the trend towards science on all of its dimensions and total score of the scale for the post application.

There were statistically significant differences between the mean scores of students of the experimental and control groups in the post-application on the scale of the trend towards the science curriculum at all of its dimensions in favor of the experimental group.

The modified Blake's gain ratio in the experimental group on the pre and posttests of the scale of the trend towards the science curriculum (1.22).