- Sunday, February 1, 1998
- The effect of analogical teaching on a achievement of biology and self-concept for first scientific grade girl students in Amman
- Published at:Not Found
This study aimed to investigating the effect of analogical teaching method on Biology achievement and self-concept in comparing with the traditional method. The sample consisted of (64) female students in the first scientific grade in Amman city during the schoolastic 1994/1995 distributed into two sections in Sweleh secondary school for girls. One section was taught by the analogical teaching method to be the experimental group, the other one taught by the traditional method to be the control group. The equivalence of both sections was tested by T-test at ( = 0.05). The instruments which were used, the achievement test designed by the researcher himself. The other was the self-concept scale that developed by (Sawalha ,1990)
Multivariate analysis of variance (MANOVA) was used as well as Hotelling to examine the effect of treatment on the dependent variables. T-test was applied on both groups to measure the differences between the pre-and-post-tests (achievements test and self-concept scale). The findings showed that there were significant differences in the achievement of biology due to teaching method for the benefit of experimental group. Second, there were significant differences in general self-concept of the students themselves due to teaching method. Third, there were significant differences between pre-and-post-achievement tests for the experimental group-there is no significant differences between pre-and-post-achievement test for control group. Fourth, the findings of control group did not show significant differences of pre-and-post general self-concept scales , but the findings of experimental group did show significant differences of pre-and-post general self-concept scales. Finally, it was found that there were significant differences between the performance of both groups on academic self-concept , psychological self-concept, and social self-concept scales due to the teaching method for the benefit of experimental group. The findings also showed that there were no significant differences between the performance of both groups on the scale of physical self-concept.
Based on the results of this study it was recommended to encourage teachers adapting the analogical teaching method for its effectiveness to improve students achievement , academic self-concept , psychological self-concept and social self-concept.