The Effect of Learning by the Generative Teaching Strategy on Academic Achievement and Retention of Chemical Concepts in Chemistry for Tenth Grade Students in Busira Directorate of Education Schools

Abstract

The study aimed to investigate the effect of learning by the strategy of generative teaching on academic achievement and retention of chemical concepts in chemistry for tenth grade students in Busira directorate of education schools.  The study sample consisted of (62) students distributed in an experimental group (30) students who studied through the generative teaching method and the control one (32) students who studied through the traditional method. The study used the quasi-experimental approach .A guide for the student and teacher to use the generative teaching strategy and an achievement test in the unit consisting of (20) items were prepared The study reached the following results: There were statistically significant differences among the arithmetic means in the post-measurement of achievement in chemistry in favor of the experimental group, and the effect size was (68%), and the results showed that there were statistically significant differences among The arithmetic means of the scores of the two groups on the retention test in favor of the experimental group, and the effect size was (70%). In light of the study results, it was suggested to use the generative teaching strategy in chemistry.

Keywords: Generative Teaching, Achievement, Retention of Concepts, Chemistry.

DOI: 10.7176/JEP/12-31-01

Publication date: November 30^th 2021