The Impact Of Using Vocabulary Drill In Precision Teaching Strategy In Immediate And Long-Term Achievement Of Ninth Grade Students In Biology Course In Governmental Schools Belonging To The Directorate Of Education In Nablus Governorate

This study aimed at investigating the impact of using Vocabulary Drill in Precision Teaching Strategy in immediate and Long-term Achievement of ninth grade students in biology course, in Human body System-unit. The study attempted to answer the following questions: 1- Is there any statistical significant difference at (α=0.01) level inperformance in pre-knowledge test b/w arithmetic mean of ninth grade students scores in control and experimental groups? 2- Is there any statistical significant difference at (α =0.01) level in performance in achievement test b/w arithmetic mean of ninth grade students scores who studied Human body system-unit, in biology course with Drill strategy (experimental group), and arithmetic mean of students scores who studied with traditional method (control group)? 3- Is there any statistical significant difference at (α =0.0I) level b/w arithmetic mean of students scores in immediate achievement test, andarithmetic mean of students scores in long-term achievement test? 4- Is there any statistical significant difference at (α =0.01) level b/wachievement mean of male and female who studied Human body system-unit in biology course of ninth grade with Drill strategy (experimental group)? 5- Is there any statistical significant difference at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w teaching method and time? 6- Is there any statistical significant difference at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w teaching method and sex? 7- Is there any statistical significant difference at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w time and sex? 8- Is there any statistical significant difference at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w teaching method, time, and sex? To answer the questions of the study and test its hypotheses, the researcher conducted this study on a sample consists of (143) males and females attending public schools belonging to the Directorate of Education in Nablus governorate. The subject of the study was distributed into four sections in four different schools: two for males and two for females. Two sections, one was for males and one is for female, were chosen randomly and these two sections represented the experimental sections. The two sections were taught by using Drill strategy, where as the other two sections were taught according to traditional method. A pre-knowledge test was administered to make sure the even b/w the two groups. An achievement test also administered in Human body system-unit. Referees checked reliability of the test and validity was calculated by using Kuder Richardson Formula No. (20). Its value was (0.83). Data were analyzed by using One and Three Ways analysis of variance on factor design (2x2x2) to test the study hypotheses. Findings: -There were no statistical significant differences at (α =0.01) level in performance in Pre-Knowledge test b/w arithmetic mean of ninth grade students scores in control and experimental groups. - There were statistical significant differences at (α =0.01) level in performance in achievement test b/w arithmetic mean of ninth grade students scores who studied Human body system - unit in biology course with Drill strategy (experimental group), and arithmetic mean of students scores who studied with traditional method (control group), in favour of group which had used Drill strategy. - There were statistical significant differences at (α =0.01) level b/w arithmetic mean of students scores in immediate achievement test, and arithmetic mean of students scores in long-term achievement test, in favour of long-term test. - There were statistical significant differences at (α =0.01) level b/w achievement mean of male and female who studied Human body system-unit, in biology course of ninth grade with Drill strategy (experimental group), in favour of female who studied with Drill strategy . - There were no statistical significant differences at (α =0.01) level of performance in achievement test b/w scores of student-group due to interaction b/w teaching method and time. - There were statistical significant differences at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w teaching method and sex. - There were no statistical significant differences at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w time and sex. - There were no statistical significant differences at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w teaching method, time, and sex. Based on the findings, the researcher recommends that curricula designers to operationalize Drill in Precision Teaching strategy as a tool of evaluating Palestinian School Curricula. He also recommends the worker in general administration for qualification and training and educational supervision to evaluate various educational methods. Furthermore teachers (both sexes) of biology can use the Drill strategy for its active impact on improvement of teaching-learning process, academic performance, promoting students motivation for learning. Finally researcher can conduct further studies on other subject in biology in particular and science in general, and other teaching Fields to make the benefit widespread.