The effect of hands on modeling activities on the achievement, attitude, and self efficacy of different learning style, opposite gender and different kind of school biology students
Fayyad, Nadeen Y.
The effect of hands on modeling activities on the achievement, attitude, and self efficacy of different learning style, opposite gender and different kind of school biology students - Beirut Université Libanaise - Faculté de Pédagogie - Deanship 2015 - 196 pages
النوع : Mémoire
The purpose of this study was to investigate 11th graders with different learning styles self-efficacy, attitude, and achievement outcomes after implementing two months in modeling-based activities teaching. Seventy-two students in grade eleven were involved in the experimental group and experienced modeling instruction while seventy-nine other students were involved in control group, taught by traditional lecturing. Four instruments were used for data collection: The first instrument was a pretest that was given to the control and experimental students at the beginning of the study. Those students also had to take a post-test at the end of the study to determine if there was any progress in their achievement. The pretests and post-tests covered similarly the three domains: acquired knowledge, reasoning and communication. Students’ attitudes and self-efficacy toward biology multiple-choice questionnaires were employed for both groups at the beginning and at the end of the study. This attitude scale covered 4 subscales: attitude toward the teacher, attitude toward the learning environment, enjoyment and leisure. Students also filled out a VAK learning preference questionnaire at the beginning of the study to identify their learning style as kinesthetic (K) or non kinesthetic (NK) learners. At the end of the study, students in the experimental group had to fill out an open-ended questionnaire that covered the same scales measured in the multiple-choice questionnaire. The data of the present study were analyzed by analysis of means and percentage of variations. A t-test, a paired t-test and ANOVA analysis were conducted. Results of the study showed that the modeling approach improved student achievement in biology more than the traditional lecture. Students in the modeling group developed higher acquired knowledge, and an increase in test grades was for the K learners. Moreover, as to their gender and kind of school, all groups showed significant increase in their grades, female experimental students showed a greater increase, and the highest increase in achievement was for mixed schools. On the other hand, the modeling approach led to higher attitude and self-efficacy but the results were not significant. Modeling increased student attitude toward the teacher and led to more leisure and enjoyment. This increase in attitude was mainly for the K students more than the NK ones, but the results were not significant. In addition to that, female students increased their attitude more than the experimental mixed section and the boys alone sections. On the basis of these findings, it is advisable to engage students in activities such as modeling to improve their achievement, attitude and self-efficacy in biology.
L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
Sciences education Teaching Methods Students achievement
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The effect of hands on modeling activities on the achievement, attitude, and self efficacy of different learning style, opposite gender and different kind of school biology students - Beirut Université Libanaise - Faculté de Pédagogie - Deanship 2015 - 196 pages
النوع : Mémoire
The purpose of this study was to investigate 11th graders with different learning styles self-efficacy, attitude, and achievement outcomes after implementing two months in modeling-based activities teaching. Seventy-two students in grade eleven were involved in the experimental group and experienced modeling instruction while seventy-nine other students were involved in control group, taught by traditional lecturing. Four instruments were used for data collection: The first instrument was a pretest that was given to the control and experimental students at the beginning of the study. Those students also had to take a post-test at the end of the study to determine if there was any progress in their achievement. The pretests and post-tests covered similarly the three domains: acquired knowledge, reasoning and communication. Students’ attitudes and self-efficacy toward biology multiple-choice questionnaires were employed for both groups at the beginning and at the end of the study. This attitude scale covered 4 subscales: attitude toward the teacher, attitude toward the learning environment, enjoyment and leisure. Students also filled out a VAK learning preference questionnaire at the beginning of the study to identify their learning style as kinesthetic (K) or non kinesthetic (NK) learners. At the end of the study, students in the experimental group had to fill out an open-ended questionnaire that covered the same scales measured in the multiple-choice questionnaire. The data of the present study were analyzed by analysis of means and percentage of variations. A t-test, a paired t-test and ANOVA analysis were conducted. Results of the study showed that the modeling approach improved student achievement in biology more than the traditional lecture. Students in the modeling group developed higher acquired knowledge, and an increase in test grades was for the K learners. Moreover, as to their gender and kind of school, all groups showed significant increase in their grades, female experimental students showed a greater increase, and the highest increase in achievement was for mixed schools. On the other hand, the modeling approach led to higher attitude and self-efficacy but the results were not significant. Modeling increased student attitude toward the teacher and led to more leisure and enjoyment. This increase in attitude was mainly for the K students more than the NK ones, but the results were not significant. In addition to that, female students increased their attitude more than the experimental mixed section and the boys alone sections. On the basis of these findings, it is advisable to engage students in activities such as modeling to improve their achievement, attitude and self-efficacy in biology.
L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
Sciences education Teaching Methods Students achievement
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طرق التعليم تحصيل الطلبة