الفهرس | يوجد فقط 14 صفحة متاحة للعرض العام |
المستخلص fhis study aims- at answer-ine; the folloViing ma Ln ques td on : Does the second cycle of the Basic educat Lon pupils achievement in science subject differ according to the difference in the level of intelltgence and method of teaching used? This question may be divided to the followine questions : 1) Waat is the effect of the dif~erence of intelligence level on the pupils school achievement in science subject? 2) What is the effect of the difference in the method of teuching used on the pupils school achievement in science subject? J) What. is the .effect of the difference in both the intelligence level and method of teachinG on pupils school achieve-- ment? ~.The 1- 2- There are no slgr;LU lca.nt .d1~e9 ill the pupils school achievement usin~ the tradl tional J the laboratory and th8 progrommedinstruction aetla.od. 3- 5- i,- :.~ 6- There are no ~ificant differences in the school achievement of the pupilS of loWintelligence standard in the tnr~e metnods• 7- There fire no oit:nificllnt dlfferenc”. in til” ocll.ol nclliev e - ment Q! the pupilS of the mediumintellicence standard usinG the three methods. 8- There are no sienificant differences Ln the scnool achievement. of the pupilS or the high intelleCance standard wing the tnree methods. 9- There is no signific~t interuction bet~wecnlevel of intelligence and metnod of teuchin:; in thei .•. effect on the sch- 001 achieve;nent in science subject. ’~h.~ fj.r~ ..S.W’ie (the·’E!’”!f1p:f:-.sta~e): ”. Cn~ing the inst):’uctionnl uni,t and u.nnlYsing its content B. Preparing the study tuols which contain: 1. :preparing the tet..tcb,er’s nandbook usiJl[; tne l::~boratory Ilethod• ~ari.ng the unJ,t subjects using the prograa’•:••d unJ,t. ! 2. J. Preparing tn, ach1~v~ent test. c. c_at ,. ..j;h.e’S1;~~7SP~:~.; !flW--study ~ie containS 23S pupilS represent 6 school c~QII.es. tw., q,l.”.UI ’for each method. j ~he Blcgr~ sfli~~ ..Wld wo.> ennta1n.s : t~~·· .•. -. ~ 1. Appl.ylilg ;’’thepre .• t. ..’ ~. 2. ~;-~~~ec •• :;~ ”lying’iDe post-test. >’.,-. \,. l nnd inter retutin~ reoults 1. The variance analysis style among the three eroups. 2. The variance analysis style for tV/O variables using 3xJ system. 3. Using T. test to know the sienificance of the differences among the pupilS’ crades. The study results: 1- There are significant differences in the SCll00l achievement of the pupils who dtiffel~ in their standu.rd of intelliGence in favom of hi[)lt medium then low level of inment usinCthe three methods of tc~chins traditional, 10.boratory and proernmnlcd instructi 011 in fH.vom of the laboratory .:lethod,the progre.;n.lleidn;Jtruction :.lethodthen \, \ teilicence• There are siVliciant differences in t e pupils Hchievethe traditional me}hod. \ I ment of the pupils who differ in their level of intelli- .:?;enceusi.n.g, the traditional method in fa.o.:!. of high level, medium level then low level. J- There are significant dirieren~cs L~ the school aciueve- 4- There are significant differences in the school ~chievement among the pupils who differ in their level of iLltelligellce usin.3 the lc.borr.tO’¥!.Y ;~18tho<lin f£.vo:nof hien, medium, then low level of si~ificancc. r I \ \\ 5- There ~re significant diffcrrence~ in ~he school achieva- =.ent of the pupils VIao di.tfer in their level of intelligence using the progra:mntK1 instruction method in favom. ,\ ! ( D) , 6- There are no significant diffe:ccnces in the school achievement among the low level of intelligance pupils u~ine the three methods. 7- There are significant differences In the school achieve~- ant among the medium level of intelligence using the three methods in favorn of the laboratory, pro grurnmed ill,!;;truction, then the traditional method. 8- There are significant differences in the school achievement among the high level of tntel18Gence using tUG three methods in ruvom of Lhe l[~borutory method, the pl’oG,ra1lr.1ed instruction then the traditional method. 9- There is significant interaction between both the method of teaching and level of intelligence end the pupils’ school achievement in science subject. |