The effectiveness of self-summarization and immediate support strategies in the achievement of physics and chemistry among second-year middle school students and their cognitive independence

Abstract

The research aimed to identify the effectiveness of teaching using the strategies of self-summarization and immediate support in the achievement of second-grade middle school students in physics and chemistry and their cognitive independence. To achieve the research goal, the researcher used the experimental design with equivalent groups (experimental and control), as three sections (A, B, C) were randomly selected as a sample for the research from second-grade middle school students in Al-Israa Intermediate School for Boys, which were randomly selected from among 31 middle and secondary schools affiliated with the Diwaniyah Education Directorate. The groups were equalized in variables (age in months, intelligence, previous information test scores in physics and chemistry and cognitive independence test) and the analysis of variance was calculated and the results were not statistically significant. The research sample consisted of (88) students, (29) students in the first experimental group and (30) students in the second experimental group and (29) students in the control group. The students of the three groups studied the classes (fourth The fifth and sixth) of the physics book and chapters (fourth, fifth and sixth) for the second intermediate grade, with two periods per week. The students of the first experimental group studied using the self-summarization strategy, and the students of the second experimental group studied using the immediate support strategy, and the students of the control group studied in the usual way, in the same place and time period. The researcher prepared a multiple-choice achievement test (20 paragraphs) for the physics subject and the same for the chemistry subject and a cognitive independence test (20) paragraphs. Their validity, reliability and application were verified after the end of the experiment. The statistical program SPSS was used to calculate the analysis of variance, the difficulty coefficient of the paragraphs, the discrimination coefficient, the effectiveness of the camouflages and the Cronbach's alpha coefficient. The results showed that there were statistical differences between the averages of the achievement scores in the subjects of physics and chemistry and cognitive independence between the students of the two experimental groups and the students of the control group in favor of the students of the two experimental groups, and there were no statistical differences between the students of the two experimental groups. In light of the results, the researcher concluded the effectiveness of the self-summarization and immediate support strategies in the achievement of second-year middle school students in the subjects of physics and chemistry and cognitive independence, and made several recommendations and proposals.