The Effect of Learning Based on TBL Task of the Fourth Grade Students in the Literary Major in Sociology
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Abstract
The current research aims to uncover the effect of the task-based learning model on literary fourth-grade students’ achievement in sociology and the development of their formal thinking.To achieve the aim of the research, three hypotheses were formulated. The experimental curriculum with two equal groups, the post test for achievement, and the pre and post tests for formal thinking were chosen. The research experiment was applied in the first semester of the academic year (2020-2021).The research sample consisted of (60) students, including (30) students for the experimental group and (30) students for the control group, who were randomly selected.The two research groups were rewarded with the following variables (chronological age of students calculated in months, IQ test, average scores for the previous year, formal thinking test, parental achievement level). The researcher prepared behavioral objectives for the scientific material, which consisted in its final form of (90) behavioral objectives, and in light of these goals (15) teaching plans were prepared after verifying their validity by presenting them to a group of experts and arbitrators.Two tools have been prepared for the research, the achievement test and the formal reasoning test, the achievement test consisted of (30) objective paragraphs of the multiple choice type with four alternatives and essay questions. Alpha - Kronbach equation, reaching (0.88).As for the formal thinking test, it consisted of (20) paragraphs and its validity and psychometric properties were verified, and the stability of its paragraphs was found by the Cronbach alpha method, reaching (0.88).And after processing the data statistically and using the statistical bag, the results of the research showed:
1. There is a statistically significant difference at a level of significance (0.05) between the average scores of the experimental group students who studied according to the mission-based learning model and the control group students ’scores who studied according to the usual method in the achievement test in the sociology subject in favor of the average of the experimental group.
2. There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group students who studied according to the task-based learning model and the scores of the control group students who studied according to the usual method of the formal thinking test in favor of the average of the experimental group.
3. There is a statistically significant difference at a significance level (0.05) between the mean scores of the experimental group students who studied according to the task-based learning model before and after the experiment in the formal thinking test in favor of the post average.Based on these results, the researcher drew up a set of conclusions and recommendations and suggested conducting subsequent studies to complement the research.
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