اثر استخدام أسلوب التعليم المبرمج على تحصيل طلبة الصف العاشر لمادة الفيزياء بلواء غزة

Year: 
1998
Discussion Committee: 
Supervisors: 
Authors: 
فضل علي محمد السلول
Abstract: 
The goal of this study is to know the effect of using the programmed instruction. Compared with the traditional (conventional) method of teaching, on the achievements of students in grade ten in physics at Gaza Schools. The researcher has chosen a random sample from tenth graders at Gaza government schools. The students of the sample have been selected from two schools, one in Gaza and the second in Khanyounis. The sample consists of six classes and it has been divided into two groups, the experimental group and the control one. The experimental group includes (102) students, (55) males and (47) females. The control group has (103) students, (56) males and (47) females. The researcher ensures that the two groups are equivalent in their achievements in physics, and their grader in the pre-test, applied at the beginning of the experiment. He also ensures that the high and low achievers are equivalent in each variable mentioned above, in addition to their achievements in each level of knowledge, comprehension and application in the pre-test. The researcher has prepared a linear programmed text(booklet) on electrical current, consisting of (179) frames. A group of experts have reviewed the text and decided that it is valid. The researcher has also prepared (constructed) an achievement test, including 30 multiple-choice items which measures the learning findings in the first three levels of Bloom's six levels in cognition field. the researcher has ensured that the test is valid and reliable with the help of some experts, using the equation of " koder- Richardson- 20" . The value has been proved to be (0.86). The following styles( methods) of statistics were used to analyze the data of this study to get the findings : - Percentage. - (Z) Score for single sample. - T-Test for two independent samples. - Mann-Whitney U-Test. The statistical analysis shows following findings : - The programmed instruction is an effective method in teaching physics for tenth graders, specially with low level achievers. The programmed instruction is more effective method in learning physics for females than males, and for female high achievers that male high achievers, especially in application and the overall achievement. It's also more effective method for female low achievers than male low achievers. - There is a significant difference (α=0.05) between the mean scores of students in both the experimental and the control group and the difference is in favor of the students of the experimental group, especially in the levels of knowledge, comprehension and over-all achievement. There is also a difference between the female students in both , the experimental and the control groups, and this difference is in favor of the female students of the experimental group in the level of comprehension knowledge, application and over all achievement. There is also a difference in mean scores of low achievers in both groups, the experimental and control groups, and the difference is in favor of the students of the experimental group in the levels of knowledge, comprehension and over all achievement. - There is a significant difference (α=0.05) in mean scores between the female high achievers in both groups: the experimental and control and the difference is in favor of female students of the experiment group in the levels of application and over all achievement. There is also a difference in mean scores of male low achievers in the experimental and control groups. In favor of the experimental group in the level of comprehension. There is also a difference in mean scores of the female low achievers in both groups, the experiment and control groups, in favor of the experiment group female students in the levels of knowledge, comprehension , application and over all achievement. - There is no significant difference (α=0.05) in mean scores of male students in both groups, the experimental and control in the levels of knowledge, comprehension, application and over all achievement. There is no difference in mean scores of female students in both groups,the experimental and control in the level of application. There is also no difference in mean scores of high achievers in both groups : the experimental and control in the levels of knowledge, comprehension. There is no difference in mean scores of low achievers in the level of application. - There is no significant difference (α=0.05) in the mean scores between male high achievers in both group : the experimental and control in the levels of knowledge , comprehension, application and over all achievement. There is no difference between female high achievers in both groups : the experimental and control in the levels of knowledge and comprehension. There is no difference in mean scores between the male low achievers in both experimental and control groups in the levels of knowledge, application and over all achievement. The researcher recommends the following: - Researcher recommends researchers to make studies about the attitudes of students and teachers towards programmed instruction and the ability of using it in teaching the other levels of Bloom's cognition field, also recommends establishes of physics curriculum to pay attention to this method during preparing the Palestinian physic curriculum, and makes a linear and branched programs to help students in their learning and recommends who trains the teachers to make training courses for them to let them know this method and how to make and applicator the programs , and recommends teachers to participate in all learning courses held by the ministry of education, and use this method to teach subjects that can be programmed and need long time to be learned.
Full Text: 
Pages Count: 
151
Status: 
Published