أثر استخدام استراتيجية المحطات العلمية في التحصيل الدراسي في مادة العلوم لدى طلبة الصف الثالث في مدرسة مزون العلم

Authors

  • إيمان بنت محمد بن زيد المعولية
  • بثينة بنت قاسم بن صالح المياحية

DOI:

https://doi.org/10.56924/tasnim.7.2023/13

Keywords:

Scientific stations, academic achievement, Mazoun Al-Ilm

Abstract

The study aimed to investigate the impact of scientific stations on academic achievement in the subject of science among third-grade students at Mazoun Al-Ilm School in the South Al-Batinah Governorate. To achieve the research objective and test its hypotheses, the researchers employed the semi-experimental method, comparing two groups: the experimental and control groups. The study population consisted of 96 students, and the sample consisted of 32 students in the experimental group who used the scientific stations strategy and 32 students in the control group who were taught using the traditional method. The study tool included a pre-test and post-test administered during the academic year 2021/2022. The study findings revealed statistically significant differences between the average scores of students in the control group and the average scores of students in the experimental group in the post-test of the achievement test, in favor of the students in the experimental group who used the scientific stations strategy. Based on these results, the study recommends several recommendations, including the need to employ the scientific stations strategy in all educational stages due to its positive impact on academic achievement.

Downloads

Download data is not yet available.

Published

2023-12-28

How to Cite

المعولية إ. ب. م. ب. ز., & المياحية ب. ب. ق. ب. ص. (2023). أثر استخدام استراتيجية المحطات العلمية في التحصيل الدراسي في مادة العلوم لدى طلبة الصف الثالث في مدرسة مزون العلم. Tasnim International Journal for Human, Social and Legal Sciences, 2(4), 241–266. https://doi.org/10.56924/tasnim.7.2023/13