The Impact of using critical learning on Achievement Motive of Ninth Grade students in physics Science and their Immediate and Long-term Achievement in Governmental Schools Belonging to the Directorate of Education Tulkarm Government

This study aimed at investigating the impact of using critical learning on Achievement Motive of Ninth Grade Students in Physics Science, and their immediate and long – term achievement in “Heat in our life” subject. The Study attempted to answer the following two main questions: First: What is the impact of using critical Learning Strategy on immediate and long-term achievement of ninth grade students in physics science in Governmental Schools Belonging to the directorate of Education Tulkarm Government. Second: What is the impact of using Critical learning on achievement motive of ninth grade students in Tulkarm Schools. To answer the questions of the study and test hypotheses the researcher conducted this study on a sample consisting of (141) males and females attending Tulkarm schools. The students of the study were distributed into four sections in four different schools: two for males, and two for females. Two sections, one for males and one for females, were chosen randomly and sections resented the experimental group, the two sections were taught be using Critical method whereas, the other two sections were taught according to traditional method. A pre-knowledge test was applied to make sure the compatibility between the two groups, its reliability was verified by referees. A scientific achievement test was prepared on subject of “Heat in our life” its reliability verified by referees, its validity was calculated by Person formula, its value by (test-retest) method was (0.96), and by using kinder-Richardson Formula (20) its value was (0.84). Achievement motive scale prepared by (Radad, 2000) was applied before the experiment to verity the compatibility between the two groups. Data was analyzed using one and two ways analysis of variance on factor design (2 a2) to test the study hypothesis. Findings: - 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 mean of the students due to gender. -There were statistical significant differences at (α = 0.01) level between scientific achievement mean of the students due to time. -There were statistical significant differences at (α = 0.01) level due to interaction between teaching method and gender. -There were no statistical significant differences at (α= 0.01) level in the achievement motive of the students between experimental and control group. -There were statistical significant differences at (α = 0.01) level in the achievement motive of the students due to gender. -There were statistical significant differences at (α = 0.01) level in achievement motive of the students due to interaction between teaching method and gender. -There were statistical significant differences at (α = 0.01) level in achievement motive of the students due to time. Based on the findings, the researcher recommends to focus on using of critical learning in physics, and in science Courses in general and in other fields of study.