اثر استخدام المنحى البيئي على التحصيل الآني والمؤجل ومفهوم الذات لدى طلبة الصف التاسع الأساسي لمادة علم الحياة في محافظة طولكرم

This study aimed at investigating the impact of using Environmental Approach on immediate and long-term achievement of ninth grade students in the subject of "human body systems" and on their self-concept. The study attempts to answer the following two main questions: First: what is the impact of using environmental approach in the achievement of ninth grade students in biology in the governmental schools belonging to the directorate of education in Tulkarm governorate? Second: what is the impact of using environmental approach in general self-concept of ninth grade students belonging to the directorate of education in Tulkarm governorate? To answer the questions of the study and test its hypotheses, the researcher conducted this study on a sample consists of (143) male and female students attending public schools belonging to the directorate of education in Tulkarm governorate. The students of the study were from four different schools: two for males and two for females. Two sections one for males and one for females were chosen randomly and these two sections represented the experimental sections. Two sections were taught by using environmental approach, whereas the other two sections were taught according to traditional method. A pre-knowledge test was applied its reliability checked by referees and validity was calculated by using Kuder- Richardson Formula No. (20), and its value was (0.85). A pre-self-concept test prepared by Swalha (1990) was applied before the experiment to make sure the even between the two groups. An achievement test also carried out in the subject of "human body systems".Referees checked reliability of the test and validity was calculated by using Kuder - Richardson Formula No. (20), and its value was (0.95) and by using Person Formula by Test- Retest Method was (0.87) and by Split-Halves Method was (0.90). The self-concept scale was applied to measure student's self-concept. Data were analyzed by using one and three ways analysis of variance on factor design (2x2x2) to test the study hypotheses. Findings: • There were statistical significant differences at (α = 0.01) level between the achievement of the ninth grade students in biology between experimental and control group in favor of experimental group which had used environmental approach. • There were statistical significant differences at (α = 0.01) level between scientific achievement mean of student-groups due to interaction between teaching method and sex, in favor of females in both groups. • There were no statistical significant differences at (α = 0.01) level between scientific achievement means due to: time, and sex. • There were no statistical significant differences at (α = 0.01) level between scientific achievement means due to interaction between: teaching method and time, time and sex, and between teaching method, time, and sex. • There were no statistical significant differences at (α = 0.01) level in general self-concept due to teaching method, time, and sex. • There were no statistical significant differences at (α = 0.01) level between achievement means of general self - concept due to interaction between: teaching method and time, teaching method and sex, time and sex, and between teaching method, time, and sex. Based on these findings, the researcher recommends that curricula designers, educational supervisors, trainers, teachers of science specially teachers of biology improving and using the environmental approach for its active impacts of the improvement of students achievements. He also calls for researchers to conduct further studies on other subjects in science especially in biology courses, for different levels to make benefit wider spread.