The Impact of Using Concept Circle Diagrams Strategy on Achievement , Achievement Motive , and Immediate and Long –Term Test Anxiety of Ninth Grade St

The Impact of Using Concept Circle Diagrams Strategy on Achievement , Achievement Motive , and Immediate and Long –Term Test Anxiety of Ninth Grade Students in Chemistry and Earth Science in Governmental Schools Belonging to Qabatia PDF

Naelah Salman Awad Abu - Dallakh

Supervisor(s)

Dr . Shehadeh Mostafa Shehadeh Abdo -

Discussion Commity

435 صفحة

Abstract :

This study was aimed at investigating the impact of using concept circle diagrams strategy on achievement motive , test anxiety , and immediate and long –term achievement of ninth grade students in " minerals , rocks ,and another natural resources " subject in chemistry and earth science ,The study attempted to answer the following three main questions : First : What is the impact of using concept circle diagrams strategy on immediate and long –term scientific achievement of ninth grade students in " minerals , rocks ,and another natural resources " subject in chemistry and earth science in governmental schools belonging to qabatia governorate ? Second : What is the impact of using concept circle diagrams strategy on immediate and long –term achievement motive of ninth grade students in " minerals , rocks ,and another natural resources " subject in chemistry and earth science in governmental schools belonging to qabatia governorate ? Third : What is the impact of using concept circle diagrams strategy on immediate and long –term test Anxiety of ninth grade students in " minerals , rocks ,and another natural resources " subject in chemistry and earth science in governmental schools belonging to qabatia governorate ? The students of the study were distributed into four sections , in four different schools : two for males and two for females . Tow section , one for males and one for females , were chosen randomly and these two section represented the experimental group , the two section were taught by using concept circle diagrams strategy , where as the other two section taught according to traditional method . A pre – Knowledge test was applied to make sure the compatibility between the two groups , its validity was checked by referees, and A scientific achievement test was prepared on the subject of "minerals , rocks , and another natural resources ", its validity was verified by referees , its reliability was calculated by ( test - retest ) method , its person formula value was (0.95) , and by using Kuder – Richardson formula (20) it was (0.97). Achievement motive scale prepared by Abdo and Raddad (2000) was applied before the experiment to verify the compatibility between the two groups . Referees confirmed validity of the scale and reliability was calculated by ( test - retest ) method , its person formula value was (0.84) , and by using Kronbach- formula its value was (0.88). Test Anxiety scale prepared by Da’bas (1995) was applied before the experiment to verify the compatibility between the two groups . Referees confirmed validity of the scale and reliability was calculated by ( test - retest ) method , its person formula value was (0.85) , and by using Kronbach- formula its value was (0.89). Data was analyzed by using ( SPSS ) Statistic program through : One way analysis , Multivariate test analysis, Tests of Between - Subjects Effects analysis , and Paired samples ( t-test ) to test the study hypothesis . Finding at ( α = 0.01 ): • There were statistical significant differences between scientific achievement mean of the students of experimental and control group . In favor of experimental group . • There were no statistical significant differences between scientific achievement mean of students due to gender . • There were no statistical significant differences between scientific achievement mean of students due to interaction between teaching method and gender . • There were no statistical significant differences between scientific achievement mean of students due to time . • There were statistical significant differences in achievement motive mean of the students between experimental and control group . In favor of experimental group . • There were no statistical significant differences in achievement motive mean of the students due to gender . • There were no statistical significant differences in achievement motive mean of the students due to interaction between teaching method and gender . • There were statistical significant differences in achievement motive mean of the students due to time . In favor

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