The Effect of the Pedagogy Strategy on the Acquisition of Chemical Concepts among First-Grade Intermediate Female Students
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Abstract
The present study aimed to identify the effect of the Pedagogy strategy on the acquisition of chemical concepts among first-grade intermediate female students. To achieve the objective of the study, the null hypothesis mentioned later was formulated. The research sample consisted of 66 female students. Section C was selected as the experimental group, comprising 32 students, while Section A was selected as the control group, comprising 33 students. The two groups were equated in several variables, including intelligence, previous achievement, and prior concepts. The researcher prepared the research instrument, which was a chemical concept acquisition test. This test was constructed in light of a content analysis of the first-grade intermediate chemistry textbook and consisted of (60) objective multiple-choice items with four alternatives. The psychometric properties of the test were verified in terms of validity and reliability before its administration. The students of the experimental group were taught according to the Pedagogy strategy, while the students of the control group were taught using the traditional method. After completing the instruction, the chemical concept acquisition test was administered to both research groups. The results of the study revealed the superiority of the experimental group students over the control group students in the acquisition of chemical concepts. In light of the findings, the researcher presented several relevant recommendations and suggestions.
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