The Impact of Using Conceptual Change Strategies on Achievement Motive of Ninth Grade Students in Biology Science and There Immediate and Long-term Achievement in Governmental Schools Belonging to the Directorate of Education Tulkerm Governorate

This study was aimed at investigating the impact of using conceptual change strategies an achievement motive of ninth grade students in biology science, and their immediate and long - term achievement in nutrition and human body system “subject “. The study attempted to answer the following two main questions: First: What is the impact of using conceptual change strategies on immediate and long — term scientific achievement of ninth grade student in biology science in governmental school belonging to the directorate of education in Tulkerm Governorate? Second: What is the impact of using conceptual change strategies in achievement school belonging to the Directorate of Education in Tulkerm schools? To answer the question of the study and test its hypotheses, the researcher conducted this study on a sample consists of (44) males and females attending public school belonging to the Directorate of education in Tulkerm Governorate. The students of the study were distributed into four sections, one different school: Two for males and two for females. Two section, one for males and one for females, were chosen randomly and these two section represented the experimental section, the two section were taught by using conceptual change strategies, where as the other two section 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 were (0.81). A pre achievement motive test prepared by the researcher was applied before the experiment to make sure the even between the two groups. Referees checked reliability of the test and validity was calculated by using Kuder - Richardson formula by Test — retest method was (0.79). The achievement motive scale was applied to measure students' achievement motivation toward biology, referees checked its reliability. Its validity was calculated by Person formula, its value by Test — retest Method was (0.69) and by using Kronbach — formula was (0.69). Data was analyzed by using one and three ways analysis of variance on factor design (2x 2x 2) to test the study hypothesis, finding. • There were statistical significant differences at (α = 0.01) level between scientific achievement mean of the students of experimental and control group. In favor of experimental group. • There were no statistical significant differences at (α = 0.01) level between scientific achievement means due to time. • There were no statistical significant differences at (α = 0.01) level between scientific achievement means due to sex. • There were statistical significant differences at (α = 0.01) level ' between scientific achievement means due to interaction between teaching method and sex in favor of males students in experimental group. • 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 teaching method, time and sex. • There were no statistical significant differences at (α = 0.01) level in the achievement motive of students between experimental and control group. • There were no statistical significant differences at (α = 0.01) level in the achievement motive of students due to teaching method and time. • There were statistical significant differences at (α = 0.01) level in the achievement motive of students due to sex in favor of females. • There were statistical significant differences at (α = 0.01) level in the achievement motive of students due to interaction between teaching method and time. • There were no statistical significant differences at (α = 0.01) level in the achievement motive of students due to interaction between teaching method and sex, time and sex, teaching method, time and sex. Based on these findings, the researcher recommends indicating of misconception and alternative conception of students, and to indicate of these pre-experiences. He also calls the researchers to conduct farther studies which concerning with conceptual change strategies, and its relation with achievement motive of students, and other personal characteristics and it effect on other subjects as science specially biology courses to make benefit more wide spread.