أثر استخدام دورة التقصي الثنائية على كل من التحصيل و الاحتفاظ بالتعلم في مادة العلوم لدى طالبات الصف الثامن الأساسي

Abstract EN

The study aims at identifying the effect of using coupled inquiry cycle on students' achievement and learning retention of grade eight female students in science.

to achieve the above aims, the sample was divided into two groups : an experimental group (26 students) taught by coupled inquiry cycle and control group (26 students) taught by conventional method.

moreover, an achievement test consisted of multiple choice questions and short answer questions were used to investigate pupils' achievement and learning retention.

The test was validated through a panel of judges and its reliability (0.91) was estimated by the alfa cronbach for internal consistency method.

results showed statistically significant difference between the mean scores of the experimental group and the control group in the achievement in the test as a whole and in two bloom's cognitive levels (knowledge and comprehension) in favor to experimental group.

in addition, in retention, the results showed significant difference between the two groups in the test as a whole and in one level (knowledge) in favor to experimental group.

a number of recommendations and suggestions were proposed in light of the above results, such as encouraging science teachers to use coupled inquiry cycle in their teaching, train science teachers how to use such strategy in their teaching and conducting more research in this area at different class levels and for other teaching and learning variables