The Effect of Using Process Approach on Science Achievement and Scientific Attitudes among Jordanian Basic Stage Students

Abstract

This study aimed to investigate the impact of teaching students using operational-oriented in their achievement in science and the trend towards science. Specifically, the study sought to answer the following questions:

• Are there differences in achievement at the eighth grade students in Jordan according to the method of teaching (Operational-approach, the usual way)?
• Does the trend toward science primary grade students in Jordan according to the method of teaching (Operational-approach, the usual way)

Sample of the study consisted of (64) students at the eighth grade enrolling at Ajlune City schools at Ajlune Governorate in the second semester of the school year 2012\2013. The sample was selected using purposeful sampling  from Ajlune Basic School For Boys and they were assigned to two sections: the first section ( A) containing ( 32) students and representing the experimental group and was taught using the process approach and the second section represented the control group ( B) containing (32) students and was taught using the traditional instructional method.

The experimental group was taught using the Process Approach and the instructional period lasted for one and a half month. As for the control group, it was taught using the traditional instructional method for the same time period. To measure the effectiveness of the Process Approach instructional method compared to the traditional instructional method, a (20) items multiple choice test and (4) alternatives achievement test was developed. The reliability coefficient for the test was calculated using Cronbach alpha formula and was (0.84). Science attitudes scale was also used.To answer the questions of the study, Co- variance analysis ( ANCOVA) was used. The study revealed the following studies:

• A significant difference at (?=0.05) was found between student means scores on the achievement test due to the instructional method used and in favor of experimental group students   ( Process Approach).
• A significant difference at (?=0.05) was found between student means scores on the science attitudes scale due to the instructional method used and in favor of experimental group students ( Process Approach).

In light of the results reported in the current study, the following recommendations were suggested:

• To use the Process Approach in teaching school subjects in general and science in particular.Future research is needed examining the effects of using Approach Process in the different subjects and using all school stages