The effect of Teaching science acceleration Model on achievement and Motivation for achievement self concept and test anxiety on Students of the Seventh Grade in Qalqilia Governorate

This study sought to identify the effect of teaching science acceleration model on the achievement, motivation for achievement, self-concept and test anxiety among seventh grade Pupils in Qalqilia District through answering the following four questions: -First: What is the effect of the teaching method of science teaching acceleration upon each of: the cognitive science achievement, motivation for achievement, self-concept and test anxiety among seventh grade students? Second: What is the effect of gender upon the secondary variables of the study which are: the cognitive science achievement, the motivation for achievement, self-concept and test anxiety among seventh grade students? Third: What is the effect of relationship between the teaching method and gender on the study variables which are: The cognitive science achievement, motivation for achievement, self-concept, and test anxiety among seventh grade students? Forth: What is the effect of time upon the study variables which are: the cognitive science achievement, motivation for achievement self-concept and text anxiety among seventh grade student? To answer the questions of the study, the researcher administered a questionnaire to a random sample consisting of (137) seventh grade male and female students at government schools in Qalqilia District, distributed at four sections in four different schools (two for boys and two for girls). Two sections, chosen randomly one for boys and the other for girls (31 boys and 25 girls) and both represented the experimental sections. They were taught by using the acceleration method in teaching science. The other two sections were a comparison group. They were taught by using traditional method of teaching. The comparison (control) group included (81) students of both sexes: (39 males and 42 females). The researcher used a prior knowledge test prepared for the project of thought acceleration through teaching science to check the equivalence of the two group’s juries tested the reliability of the test. Its validity was calculated by using Gauder Richardson equation (20) and its value was (0.90). The researcher used a scientific achievement test prepared for the project of thought acceleration through teaching science. Juries tested the reliability of the test. Its validity was calculated by using guider Richardson equation (20) and its value was (0.91). The researched used six physics activities from the book’ motivation mental thinking’ through which is adapted by the ministry of education and higher education, through teaching science, the researcher with the supervisor prepared three activities in chemistry and three activities in biology. The reliability of the scientific content was checked by a number of juries in physics, chemistry and biology at An-Najah National University. The motivation for achievement scale was developed to measure the students’ motivation for achievement, self concept, and test anxiety. Equivalence of the two groups was checked by using the one way analysis of variance, the validity of the motivation for achievement was (0.94) and for self concept (0.94) while test anxiety was (0.90). The prior test was adopted to be used in the seventh grade to check the equivalence of the groups of study: the experimental and the comparison. Then the temporary test was administered to the two study groups directly after completion of the study of the activities of teaching acceleration of science model. To find out the effect of using teaching acceleration model on student’ direct achievement. Two weeks after administration of the temporary test and in order to identify the effectiveness of using the acceleration teaching as a teaching method in student’ retention of some concepts pertinent to the physics, chemistry and biology, the delayed test was administered to the student. It was the temporary test it self. Data was analyzed by using (SPSS) Statistic program through: one way analysis, Hotling method, Multivariate test analysis (MANOVA), Test of Between – Subjects Effects analysis, and Paired samples (t-test) to test the study hypothesis. Finding at (α =0.01):- • it was found that there were statistically significant differences among the averages of the seventh grader’ scientific achievement, and self-concept among these who were taught science using the education acceleration and those who were taught science using the traditional method, while there was no statistically significant differences for motivation for achievement, and test anxiety, whereas test anxiety was statistically significant differences at (α = 0.05). • There were no statistically significant differences between the averages of seventh graders’ achievement, motivation for achievement, self-concept, and test anxiety, in science due to gender (sex) among the students, whereas achievement was statistically significant differences at (α = 0.05). • There were no statististically significant differences between seventh grader achievement, motivation for achievement, self-concept, and test anxiety in science course using acceleration education program due to interaction between the teaching method and gender. • There were no statistically significant difference between the average of seventh grader achievement, motivation for achievement, and test anxiety in the temporary posterior cognitive test and the average of their achievement, motivation for achievement, and test anxiety in the delayed posterior cognitive test, whereas There were statististically significant differences in their self-concept. • There were statistically significant difference in academic, and social self-concept among the seventh grader, whereas There were no statististically significant differences in their psychological, and physical self-concept. Based on the findings, the researcher recommends to on the conceptual organization of knowledge, and concentrate on learning of concepts, by using meaningful learning strategies such as concept circle diagrams, education acceleration model, and its relation with achievement motive of students, self-concepts, and test anxiety, and other personal characteristics. And its effect on other subjects as geography, language to make benefit wider spread. The researcher also recommends that the ministry of education and specifically the department of training and supervision should all focus on practical experiment and work sheets while preparing the new curricula and should also concentrate on the procedures. That encourage student to depend on themselves to get the scientific data using the highest levels of thinking from analysis, to reconstruction, to evaluation.