2016 a ـه 7341 effect of two problems-solving …kenanaonline.com/files/0101/101878/أثر...1...

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أثر اسرتاتيجيتني حلل املشائل يف حتصيل طلبة الصف الثاني املتوسط

حنو حل املشألة الفيزيائية جتاههم إو

fatin_aljoundy@yahoo.com

Waleed6777@yahoo.com

A 2016 هـ 7341

Effect of Two Problems-Solving Strategies in Achievement of

The Second Intermediate Grade Students and Their

aAttitude Towards Solving Physical Problems

Ass. Prof. Dr. Fatin.Mahmood .Al Joundy _ Methods of Teaching Physics

Ass. Teacher Waleed Khalid Abid Al Baydani _ Methods of Teaching Physics

1.0.5

2

2.0.5

2

2.1.2.11

21

3.

5

2..73.

9.

3.

Post & Brennan

3

1

2

3

Abstract

The Current research aimed to identify (effect of two problems-solving solving strategies in

achievement of the second intermediate grade students and their attitude towards solving physical

problems ), to verify the goal of this research , the researchers added the following two zero

hypotheses :

1) No statistically significant differences at the level of significance (0.05) between average scores

of three group’s males students in achievement test.

2) No statistically significant differences at the level of significance (0.05) between average scores

of three group’s males students in attitude scale towards solving physical problems.

4

The experiment applied to the second intermediate grade students in the Al – Sadiq Al – Ameen

intermediate male school belong to Education Rusafa / 2 for two semesters first and second from

(2010 – 2011)AD , after prepared study requirements included ( selected the scientific material , the

formulation of behavioral objectives , prepared instructional plans for the two experimental groups and

control group).

The researchers prepared ( 21 ) instructional plans for each of the three groups , the researchers

prepared achievement test consisting of ( 30 ) subjective items type of multiple – choice and ( 5 )

essay items are physics problems , according to it's psychometric properties , attitude scale towards

solving the physical problems , adopted by researchers standard one was designed for this purpose ,

including ( 30 ) negative and positive items and three alternatives to answer ( accept , not sure , don't

accept ) , ease and difficulty and effectiveness of alternatives coefficients were calculated, after

confirmation of the validity and reliability for both.

The research sample was chosen intentional, by the researchers consisting of (90) students in three

sections were selected randomly to represent the two experimental groups and control group after the

exclusion of students who failed Statistically, the rate of ( 30 ) students in each section .

Three groups have been equalized in variables (time age, degree of physics for the first grade average,

degree of mathematics for the first grade average, degree of the attitude scale towards solving physical

problems).

The first experimental group students tought by using (Zaitoon strategy), second experimental group

students tought by using ( Post & Brennan strategy) and the control group students tought by using

(traditional method).

After completion of the teaching chapters (Three , fourth , and fifth),of the text book, achievement

test and attitude toward solving physical problems, applied for the three groups students.

The researchs used (Analysis of Variance, Person Correlation Coefficient, Tukey Equation and

Statistical Averages) as a means of data process.

The results showed : No statistically significant difference between average degrees of first and

second experimental groups males students,there is a statistically significant difference between

average scores of first experimental group and the control group males students, there is a statistically

significant difference between average scores of second experimental group and the control group

males students in achievement test and attitude scale towards solving physical problems , for the benefit

of first and second experimental groups.

5

According to mentioned above,the researchers had a number of recommendations which included ( the

two problems- solving strategies) in vocabularies of curriculum and methods of teaching physics in

colleges of education .

To complement this researchs suggested that made conduct a study to subsequent similar to his

research in other classes and other subjects.

Research Problem

011

23

48

1041

01101

6

Research Importance

3112

311201

31018

0048002

3111013

7

Post and Brennan

1

238

56

3111204

Post and Brennan

0 3

3 8

311304

Post and Brennan)(

000081

8

3101

3101012

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2

8

2

1

Research Goal and Hypotheses

Post&Brennan

1.0.5

2.0.5

9

Limitation Research

1

3

231013100

3

33101

4Post & Brennan

Terms Definition

1 Problem

3111

3111021

3111

3111081

2 Problem-Solving Strategy

3111

311102

3111

3111023

11

00

32

421

14

3Post & Brenann

032

821

140

303

242

3 Achievement

3111

3111212

3114

3114832

11

4 Attitude

0000

000011

3112

3112001

3111

Previous Studies

3110010

2002

1

2

12

31132110

2002

1

2

3

4

3114228213

Research Methodology and Procedures

Experimental Design Selection

0

Post

& Brennan

1

13

Research Population and Sample

331013100

30142421

2804

9.

3

3111041

311312

3111810

14

Research Equepmants Preparation

33101

310143

311233

41

01201

32

3101310033101

30

Research Tools

1

3101011

15

21

4

0

2111

3

81

2111

311110

311881

16

1 Face Validty

Allen&Yen,1979

Allen&Yen,1979:9

Content Validity

3112004

41

011

123100

55

11

3118044

17

3131

1

22.10.77

22.1280.

2

0004302

22.113.1

31..54..

Brown31.1

Brown,1981:104

31.1

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3118312

18

: Test Validity :

311108

0

3118380

410.1

Mehrens&Lehman12.1 0004211

3 31

02.102.1

0004213

2

3111

0

19

3

2

2101

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1997199

41

3112002

011

3

3111002

21

143.1

12.10010310

00003101

02003101

1432.11

0223100

30

Statistical Means

1 ANOVA

2 Person Correlation Coefficient

3

4

5

6

7

8 Copper

9

1. TUKEY

21

Results Presentation

050

ANOVA

SPSSF021008

3.073,411112

02

0

1

.0.0

.0892941 1470.544 2

151114

3117.

.8678464 97.297 87

SPSSTUKEY

22

1 Q1315..Q36.3

Post & Brennan

2 Q2573.6Q36.3

2 Q3888.6Q36.3

2

2

315.. 3.36

573.6 3.36

888.6 36.3

23

)05.0(

ANOVA

SPSSF12114011.2

87,21112)02(

2

3

(0.05)

6896860. 3443430. 2

78975. .073

8...3937 26245. 87

SPSSTUKEY

24

0 Q1411.3Q21.2

(

Post & Brennan

3 Q2202.01Q21.2

2 Q3110.02Q21.2

8

4

8772. 363.

31516. 363.

67913. 36.3

25

Results Explanation

Post & Brennan

0

3Post & Brennan

3

3110283

4Post & Brennan

26

Conclusion

0

3Post & Brennan

2Post & Brennan

Recommendations

0 Post & Brennan

3

Post & Brennan

2

Propositions

0

3

2

27

(

28

34- Allen, M, S & Yen, W, M. (1979): Introduction to Measurement theory Book, Gola, California.

35- Brown, Fredrik, G. (1981): Measuring Classroom Achievement, Rinehart and Winston, New York.