The Effect of the Cornell Strategy on the Achievement of Fourth-Grade Science Female Students in Biology and Their Inferential Thinking
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Abstract
The present study aims to investigate the effect of the CORNELL strategy on the academic achievement of fourth-grade science students in biology and on their reasoning thinking.
To achieve the aim of the study, the experimental method was adopted due to its suitability for the nature of the research. The study was limited to fourth-grade science female students. The research sample consisted of (81) female students from the fourth scientific grade in government schools within Wasit Governorate. Al-Iraq Abeer Secondary School for Girls was selected, and the sample was randomly divided into two groups: an experimental group comprising (40) students who studied using the CORNELL strategy, and a control group comprising (41) students who studied using the conventional method. The two groups were matched in the variables of (prior academic achievement in biology, Raven’s Intelligence Test, parental educational level, and age calculated in months). To measure the students’ academic achievement level, the researcher prepared an achievement test consisting of (38) questions distributed across the six levels of Bloom’s Taxonomy. The researcher also adopted a reasoning thinking test. At the end of the research experiment, which lasted for (12) weeks, the achievement test and the reasoning thinking test were administered. The results were statistically processed using the T-test for two independent samples. The research found that the students of the experimental group, who studied biology topics using the CORNELL strategy, outperformed the students of the control group, who studied biology topics using the conventional method, in both the achievement test and the reasoning thinking test Based on the findings reached by the researcher, a number of recommendations and suggestions were made.
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