1
أثر اسرتاتيجيتني حلل املشائل يف حتصيل طلبة الصف الثاني املتوسط
حنو حل املشألة الفيزيائية جتاههم إو
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
0
3
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
3
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
08
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.