The Impact of Using Concept Circle Diagrams Strategy on Achievement , Achievement Motive , and Immediate and Long –Term Test Anxiety of Ninth Grade Students in Chemistry and Earth Science in Governmental Schools Belonging to Qabatia

This study was aimed at investigating the impact of using concept circle diagrams strategy on achievement motive , test anxiety , and immediate and long –term achievement of ninth grade students in " minerals , rocks ,and another natural resources " subject in chemistry and earth science ,The study attempted to answer the following three main questions : First : What is the impact of using concept circle diagrams strategy on immediate and long –term scientific achievement of ninth grade students in " minerals , rocks ,and another natural resources " subject in chemistry and earth science in governmental schools belonging to qabatia governorate ? Second : What is the impact of using concept circle diagrams strategy on immediate and long –term achievement motive of ninth grade students in " minerals , rocks ,and another natural resources " subject in chemistry and earth science in governmental schools belonging to qabatia governorate ? Third : What is the impact of using concept circle diagrams strategy on immediate and long –term test Anxiety of ninth grade students in " minerals , rocks ,and another natural resources " subject in chemistry and earth science in governmental schools belonging to qabatia governorate ? The students of the study were distributed into four sections , in four different schools :two for males and two for females . Tow section , one for males and one for females , were chosen randomly and these two section represented the experimental group , the two section were taught by using concept circle diagrams strategy , where as the other two section taught according to traditional method . A pre – Knowledge test was applied to make sure the compatibility between the two groups , its validity was checked by referees, and A scientific achievement test was prepared on the subject of "minerals , rocks , and another natural resources ", its validity was verified by referees , its reliability was calculated by ( test - retest ) method , its person formula value was (0.95) , and by using Kuder – Richardson formula (20) it was (0.97). Achievement motive scale prepared by Abdo and Raddad (2000) was applied before the experiment to verify the compatibility between the two groups . Referees confirmed validity of the scale and reliability was calculated by ( test - retest ) method , its person formula value was (0.84) , and by using Kronbach- formula its value was (0.88). Test Anxiety scale prepared by Da’bas (1995) was applied before the experiment to verify the compatibility between the two groups . Referees confirmed validity of the scale and reliability was calculated by ( test - retest ) method , its person formula value was (0.85) , and by using Kronbach- formula its value was (0.89). Data was analyzed by using ( SPSS ) Statistic program through : One way analysis , Multivariate test analysis, Tests of Between - Subjects Effects analysis , and Paired samples ( t-test ) to test the study hypothesis . Finding at (α = 0.01) • There were statistical significant differences between scientific achievement mean of the students of experimental and control group . In favor of experimental group . • There were no statistical significant differences between scientific achievement mean of students due to gender . • There were no statistical significant differences between scientific achievement mean of students due to interaction between teaching method and gender . • There were no statistical significant differences between scientific achievement mean of students due to time . • There were statistical significant differences in achievement motive mean of the students between experimental and control group . In favor of experimental group . • There were no statistical significant differences in achievement motive mean of the students due to gender . • There were no statistical significant differences in achievement motive mean of the students due to interaction between teaching method and gender . • There were statistical significant differences in achievement motive mean of the students due to time . In favor of immediate achievement motive scale . • There were statistical significant differences in test anxiety mean of the students between experimental and control group . In favor of experimental group . • There were statistical significant differences in test anxiety mean of the students due to gender . In favor of females in experimental and control groups . • There were no statistical significant differences in test anxiety mean of the students due to interaction between teaching method and gender . • There were no statistical significant differences in test anxiety mean of the students due to time . • There were statistical significant differences for each of : teaching method and gender on the interaction between dependent variables: scientific achievement, achievement motive,and test anxiety . • There were no statistical significant differences for the interaction between teaching method and gender on the interaction between dependent variables: scientific achievement, achievement motive,and test anxiety. Based on the finding , the researcher recommends to on the conceptual organization of knowledge and concentrate on learning of concepts ,by using meaningfull learning strategies such as concept circle diagrams , concept mapping , vee mapping and its relation with achievement motive of students , test anxiety ,and other personal characteristics and it effect on other subjects as science to make benefit more wide spread.