The Effect Of The Schmeik Model On The Academic Achievement And The Development Of Scientific Values Among Second-Grade Intermediate Students In Physics

Abstract

The aim of this research is to investigate the effect of the Schmick model on the achievement and development of scientific values among female students of the second-year intermediate level in physics. This was verified through the following hypothesiss. The research population was identified as second-grade female students in Al-Marooj Intermediate School for Girls, which was intentionally selected for the academic year (2024-2025) with a total of (159) students distributed across five classes (A, B, C, D, E). The researcher utilized the experimental design with two groups, one experimental and the other control, partially controlling each other and subject to a post-test. By random assignment, classes (C and D) were chosen as the research groups, defined respectively as the experimental and control groups. The total number was (65) students, and after excluding statistically failing students from both groups (3 and 4 students respectively), the research sample consisted of (58) students, with (29) students in each group. Both groups were matched for variables such as (intelligence, prior knowledge in physics, previous achievement in physics from the previous grade, and scientific values). The scientific material was limited to the first three chapters of the second-grade physics textbook, scheduled for the first semester of the academic year (2024-2025). The researcher taught both research groups personally. Behavioral objectives for the three chapters were formulated, amounting to (127) behavioral objectives representing the six levels of Bloom's taxonomy in the cognitive domain, respectively (remembering, understanding, applying, analyzing, synthesizing, evaluating). Teaching plans were prepared accordingly, totaling (16) plans for the experimental group based on the steps of Schmick's model, and the same number for the control group using the traditional method. Samples of both plans were presented to referees to ensure their validity in   representing the content and the steps of Schmick's model and the Traditional teaching method. For the research tools, the researcher designed an achievement test consisting of (40) multiple-choice items with four options for each. The validity of the test was confirmed, and its reliability coefficient was calculated with an agreement rate of (84) The experimental group demonstrated significantly higher performance in the scientific values assessment compared to the control group, with an effect size of 0.22. Additionally, a scientific values test was designed, including (50) items for the scale, with (5) items for each scientific value described in declarative statements with three response alternatives (Agree, Disagree, Neutral). The validity, reliability, difficulty coefficient, and discriminatory power of the test were confirmed. Using the (t-test) for two independent samples of equal size, the results showed the superiority of the experimental group students, taught using Schmick's model, over the control group students, taught using the traditional method, in the scientific values test.Based on these findings findings, the researcher concluded that teaching using Schmick's model has a significant effect on acquiring scientific values, with an effect size of (0.22). In light of these results, A number of recommendations and proposals related to the research outcomes were provided

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