أثر التدريس باستراتيجية التساؤل الذاتي في زيادة تحصيل طالبات السادس الابتدائي في العلوم بمدارس التربية الأهلية بالدمام

Abstract EN

This study aimed to examine the impact of the use of self-questioning in the understanding of sixth grade students in Science Course.

The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding.

The study sample consisted of 40 students from the sixth grade students from National Education Schools in Dammam; equally divided into two groups of 20 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method.

After the completion of the study of prescribed content study, study tools (achievement test) were applied then.

The results indicated to the presence of a statistically significant difference (at the significance level <0.

05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group.

Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in Science Course.