The effectiveness of a training program based on the integration of (exchange of ideas and educational resources) for science department students to acquire laboratory skills

Abstract

The present study aimed to examine the effectiveness of a training program based on the integration of “Idea Exchange” and “Instructional Scaffolding” strategies in developing laboratory skills among students of the Science Department. To achieve this objective, the researcher formulated two null hypotheses. The study was limited to fourth-year students at the College of Basic Education during the academic year 2024–2025. A quasi-experimental design with two equivalent groups was employed, with a total sample of 60 students—30 students in the experimental group and 30 students in the control group. Prior to the intervention, the two groups were equated on variables including chronological age (in months), intelligence, and overall grade point average from the third academic year The experimental group was taught using the proposed training program, while the control group received conventional instruction. The researcher developed an observation checklist to measure the acquisition of laboratory skills, consisting of 8 main skills divided into 24 sub-skills, rated across three levels of performance: good, average, and weak. The tool’s validity and reliability were verified using Cooper’s formula and Cronbach’s alpha, which indicated high internal consistency.

           After implementing the training program, the post-test observation checklist was applied to both groups, and the data were analyzed using SPSS. The results revealed statistically significant differences between the experimental and control groups in overall laboratory skills, favoring the experimental group. Significant differences were also observed in the sub-skills individually.

           In light of these findings, the researcher concluded that the training program integrating Idea Exchange and Instructional Scaffolding positively affected the acquisition of laboratory skills among science students. The study recommended conducting training workshops for science teachers on modern teaching strategies and encouraging them to develop laboratory skills among their students. It also suggested future research on other academic levels and different dependent variables.