The Impact of Pressly Model on 1st Intermediate Students' Achievement and their Higher Order Thinking Skills in Science

Abstract

Abstract

The aim of the research is to identify the effect of the pressly model on

In order to verify the two objectives of the research, the researcher formulated the following two null hypotheses:

There is no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who will study ﹾ according to the pressly model and the average scores of the control group students who will study according to the usual method in the achievement test for the first intermediate grade in science.

The researcher used the experimental design with partial control for the two groups of experimental and control with a post-test, and according to this design, the research sample was intentionally selected from the research community, which is represented by the governmental middle and secondary schools (day) for boys affiliated to the General Directorate of Education in Babylon, it was (Sinjar High School for Boys), In a random drawing method, Division (B) was chosen to represent the experimental group, which consisted of (38) students after excluding the students who had failed in it. In the same way, the researcher chose Division (A) to represent the control group, which consisted of (38) students, as the number of the research sample reached from The students of the first intermediate grade in it after excluding the repetitive students (74) students divided between two divisions (A, B), The experimental group will be studied according to the pressly model, and the control group will be taught according to the usual method. The equivalence was made for the students of the two groups in the variables: (chronological age calculated in months, academic achievement of the parents, previous information test, Deniels intelligence test, high-ranking thinking skills test ), the scientific material from the Science Book Part Two to be taught for the first intermediate grade (3rd 2018 AD / 1439 AH) was specified in the three units (first, second, third), and the behavioral objectives of these units were formulated, as their number reached in the final (150) behavioral objectives for the levels of Bloom the first four cognitive groups, and the researcher prepared (40) teaching plans for each of the experimental and control groups.

With regard to the two research tools, the researcher prepared two research tools, as the first was represented by the achievement test in science, consisting of (40) objective paragraphs of the type of multiple choice with four alternatives, and its apparent validity, content validity, difficulty coefficient, and discrimination coefficient were confirmed. And the effectiveness of the wrong alternatives, and the stability of the achievement test was extracted by the split-half method, as the reliability coefficient in this way reached (0.84) before correction with the Beauson equation, and after correction with the Spearman-Brown equation it reached (0.91)

The experiment was applied in the second semester of the academic year (2021-2020) over a period of (9) weeks, as the beginning of the experiment was on Sunday (3/4/2021) and its end on Thursday (3/6/2020 AD) and after applying The two tools of research and analysis of the results obtained by the researcher statistically using Microsoft Excel_2010 and (SPSS) program. The results showed that the experimental group students who studied ﹾ according to the pressly model were superior to the control group students who studied according to the usual method in the achievement test in science in science.