The Effect of The Terminology Bank Strategy on The Achievement of Chemistry For Second-Grade Female Students In Distinguished Schools

Abstract

 The current research aims to find out the effect of the terminology bank strategy on the achievement of chemistry for second-year intermediate school students in distinguished schools. For the purpose of verifying the aim of the research, the following null hypothesis was imposed:

* There is no statistically significant difference at the level of (0.05) between the average grades of the female students of the experimental group who study according to the terminology bank strategy and the average grades of the female students of the control group who study according to the usual method of collecting chemistry. To demonstrate the validity of the hypothesis, the two researchers conducted an experiment in which they adopted the experimental method with partial control. The research sample reached (45) female students, with (22) female students in the experimental group and (23) female students in the control group. The researcher rewarded the two research groups in the variables (chronological age, intelligence, and previous information). The material was also determined, plans were prepared for the two research groups, and the achievement test consisting of 20 items was prepared. Validity and reliability were verified. After analyzing the research results statistically and using the Statistical Package for the Social Sciences (SPSS), the statistical results showed: There is a statistically significant difference in favor of the experimental group.