الملخص الإنجليزي
ABSTRACT:
Effectiveness of Teaching Science According to the Realistic Model on Student Self Concept, Attitudes and Achievement
Ebrahim Ali Radhi Ismail
This study aimed at investigating the effectiveness of the Realistic Model in teaching science on achievement of the first-year intermediate students in Bahrain, and on developing their attitudes towards and self-concept in it.
An experimental group consisting of two sections (N=63) was taught according to the Realistic Model for a whole term with concentration on cooperative Leaming according to the constructivism approach, and on connecting science content with students' life and with having faith of God. At the same time a control group consisting of two sections (N58) was taught by the traditional method which concentrates on lecture discussion and practical demonstration The teacher taught the two groups in order to control teacher effect. The study focused on two independent variables the teaching method which has two levels (experimental and control) and the student achievement level which has three levels (high, average, low). The dependent variables were three students' achievement in science, his attitude towards and self-concept in it.
The results of Multivariate Analysis of Variance revealed nonsignificant differences between the experimental and the control groups in pre-test for achievement in science, attitude towards science, and self-concept in science combined. The results of the Uniseriate Analysis of Variance showed also that there were nonsignificant differences in any of these dependent variables between the experimental and control groups taken separately.
The MANOVA results showed that there were significant differences on post measures of the three dependent variables combined due to the teaching method, achievement level and the interaction between them Results of the Univariate
Analysis of Variance showed that there were significant differences between the two groups in favor of the experimental group on all of these dependent variables taken separately the differences among students of the three achievement levels (high, average, low) were significant in all post measures of achievement, attitude and self-concept. The interaction between teaching method and achievement level was not significant in the case of achievement and attitude but was significant only in the case of self-concept.
The comparison of pre performance with post-performance in the experimental group showed a great improvement in achievement in science, attitudes toward it and self-concept in it after carrying out the experiment. This improvement was in all of the three achievement levels. In contrast there was a noticed improvement as a natural result- in achievement of the control group students after carrying out the experiment in all of the three achievement levels, while in the case of self-concept in science the improvement was low in both the average and low-level achievers; and a decrease was noticed in the high level after carrying out the experiment in this variable. In addition, there was a noticed decrease in their attitudes toward science in all the three achievement levels.
Students opinion about the Realistic Model revealed that the model recorded great success in many non-instructional aspects we aim at in skeiner teaching They said that it has helped them in understanding and improving their achievement levels in this subject it has helped them to get rid of misconceptions taught them cooperation, gave them the chance to participate in carrying out experiments by themselves and it has deepened faith in God.
Based on the results, the researcher formulated some recommendations demanding from the Ministry of Education to consider following the Realistic Model in teaching science in its all-intermediate schools in the State of Bahrain. Further studies on the effectiveness of the model in other scientific subjects with focus on its effect on developing high order thinking and other scientific skills were recommended.
