The effect of the numbered heads strategy on the achievement and development of scientific thinking among second-year middle school students in physics

Abstract

The current research aims to identify the effect of the effectiveness of the numbered heads strategy on the achievement of first-year intermediate students in biology and developing motivation towards learning. To achieve the goal of the research, the researchers developed two null hypotheses. An experimental design with partial control was used to suit it with the conditions of the experiment. The sample size reached (64) first-year intermediate students, with (32) students for each. group, and the researchers rewarded the two groups on a number of variables. The researchers prepared an achievement test consisting of (40) multiple-choice items with four alternatives. The test’s validity and reliability were extracted using the Kuder-Richardson equation (20), as the achievement test’s reliability coefficient reached (0.82), and the motivation toward learning scale prepared by Al-Ruwaithi (2016) was extracted, where the test’s validity and reliability were extracted using Cronbach's alpha, as the reliability coefficient of the achievement test reached (0.87), and after analyzing the results using appropriate statistical means, the researcher concluded that there were statistically significant differences in favor of the experimental group taught according to the numbered heads strategy in the post-test of  the achievement test and motivation towards learning.