The Effect Of The Send The Problem Strategy On Chemistry Achievementl Amon Second-Year Middle School Students

Abstract

Abstract

This research aims to identify the effect of the "Send the Problem" strategy on parallel thinking among second-year intermediate school students. To achieve this objective, the following null hypothesis was formulated: There is no statistically significant difference at the significance level of (0.05) between the mean scores of the experimental group students who studied using the "Send the Problem" strategy and the mean scores of the control group students who studied using the traditional method on the parallel thinking test. The research sample consisted of (68) students, and both groups were matched with the following variables: (prior knowledge test, Otis-Lennon intelligence test, parents' educational attainment, students' age in months, and the parallel thinking test). The researchers selected the first three chapters of the second-year intermediate school chemistry textbook and formulated (234) behavioral objectives. They also prepared (34) lesson plans and developed a parallel thinking test consisting of (30) multiple-choice questions.  Statistical methods were used to extract psychometric properties, including (the t-test for two independent samples, the chi-square test, the point-pixel correlation coefficient, the modified Kuder-Richardson 20 coefficient, the arithmetic mean, discriminatory power, the difficulty-ease index, and the effectiveness of incorrect alternatives). The results showed a statistically significant difference in favor of the experimental group. Consequently, the researchers wrote a set of recommendations, including enhancing teachers' awareness of the "send the problem" strategy, how to use it, and when to use it. Suggestions also included a training program based on parallel thinking and developing scientific awareness among students of the College of