The Effect of Using a Problem-solving Strategy in Developing Scientific Concepts among Preparatory Students
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Abstract
The current study aims to identify the impact of using the problem-solving strategy on developing scientific concepts among preparatory students.
The study relied on the semi-experimental approach and a random sample was drawn from middle school schools. The final sample is consisted of (40) male and female students, who were distributed among the two study groups: the control group and the experimental group. The tools of the study were consisted of testing scientific concepts, where the control group was taught according to the normal method, while the experimental group was subjected to the problem-solving strategy. To reach the results of the research, the t-test and measures of central tendency were used, and the study concluded that there was a statistically significant difference in favor of the experimental group in the post-measurement.
The research results showed that the arithmetic mean of the control group in the post-test was (35.53), and the arithmetic mean of the experimental group in the post-test was (67.49), and the calculated T-value was (7.04), while the tabulated T-value was (2.02) at a significance level of (0.05). With a degree of freedom (39), the calculated T-value was greater than the tabular one. Therefore, the hypothesis is rejected, that is, there is a statistically significant difference at the significance level (0.05) between the average scores of the control group in the post-test and the scores of the experimental group in the post-test.
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