The Effectiveness of the CSI Strategy on Academic Achievement, Reflective Thinking, and Information Retention Among Second Intermediate Grade Students in Biology

Abstract

The current research aims to study "the effectiveness of the CSI strategy on academic achievement, reflective thinking, and information retention among second-grade intermediate students in biology." To verify this goal, the researcher formulated null hypotheses and adopted a partially controlled experimental design with a post-test. The sample consisted of 60 students selected randomly and divided into two groups. The groups were balanced in variables such as age and intelligence. The researcher prepared tests for academic achievement, reflective thinking, and retention, ensuring their psychometric properties. The results showed that the experimental group outperformed the control group in tests of achievement, reflective thinking, and information retention. Based on the findings, the researcher recommended adopting the CSI strategy in teaching biology and conducting similar studies with other variables and educational stages.