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 (Record no. 19965)

MARC details
000 -LEADER
fixed length control field 03687nam a2200193Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Fayyad, Nadeen Y.
Miscellaneous information Master, تعليم علوم الحياة
245 14 - TITLE STATEMENT
Title 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
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 196 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. 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.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Sciences education Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم العلوم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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