The effect of using three Teaching Strategies in the Acquisition of Students of First Grade in the Technical Medical institute in biology

	The effect of using three Teaching Strategies in the Acquisition of Students of First Grade in the Technical Medical institute in biology
Alustath
Article 1, Volume 2, Issue 209, 2018, Pages 469-486
Abstract
Biology is considered as an important and a basic science. It has a considerable social important because of its impact on the progress of others sciences and chemistry. The urgent need for Biology, and its wide and continuous applications lead to give a grist attention and developing the Biology concepts. The Biology knowledge is accumulative and the related concepts are linked with each other. Hereby come the importance of using various teaching methods, and selecting the suitable strategy for the a question of concepts and knowledge. the good teaching strategy is concerned with the distinguish between beaching concepts when they are understood well and memorizing them without completes understanding, to reach out this goal effective strategies of teaching concepts should be developed. These strategies vary in location of definition, example and non-examples. The teacher may star with giving definition of the concept. Then be presents examples which may be followed by giving non-examples. Another teacher might do the same actions but in different arrangement. Others might do on or two actions only. The researcher, therefore conducted this experimental research which aimed to know the effect of using three teaching strategies: (an example- a definition- anon example), (an example- anon example- a definition), (a definition- an example- a non example) on the achievement of the first- institute of medical technology- Baghdad. For the verification of this aim, the researcher stated the following hypotheses: 1- There is no statistical significant difference between the achievement mean on the students who are taught by the strategy (an example- a definition- a non example) and the achievement mean of those who are taught by the strategy of (an example- a non example- a definition) 2- There is no statistical significant difference between the achievement mean on the students who are taught by the strategy (an example- a definition- a non example) and the achievement mean on those who are taught by the strategy of (a definition- an example- a non example). 3- There is no statistical significant difference between the achievement mean on the students who are taught by the strategy of (an example- a non example- a definition) and the achievement mean of those who are taught by the strategy of (a definition- an example- a non example) The present research was limited to the first- institute of medical technology- Baghdad, for the academic year 20111-2012, the equivalency of the groups was confirmed in the variables of age, previous achievement in Biology. the results of the achievement test were analyzed by the t- test for two independent samples, and at (0,05) level of confidence, the findings were as the follows: 1- Superiority of the first experimental group over the second experimental group in the subjects of both. 2- Superiority of the first experimental group over the third experimental group in the total performance, there was no significant difference between those two groups. 3- Superiority of the third experimental group over the second experimental group, while there was no significant difference between those two groups in regard to the total performance. In that light of the research findings, the researcher recommended the followings: 1- Using the strategy of (an example- a definition- a non example) in teaching the Biology subjects. 2- The importance of using the (a non example) action in teaching any subjects, taking in consideration that the students has to comprehend the Biology subject.

Statistics Article View: 185 PDF Download: 79