The Effect of Circular Discussion Team Strategy on Achievement and Reflective Thinking among Second-Grade Intermediate Female Students in Biology

Abstract

Research Summary: This research aims to identify (the effect of the circular discussion group strategy on achievement and reflective thinking among second-grade middle school female students in the science subject). The researcher selected a sample of second-grade middle school female students in one of the schools affiliated with the research community, with a total of (65) female students representing two classes: the first experimental group, with (32) female students, and the control group, with (33) female students. The researcher rewarded the two research groups on a number of variables (chronological age, parents' academic achievement, intelligence test, and reflective atonement test). The researcher controlled for extraneous variables that might affect this type of experimental design. The researcher identified the scientific material that included topics from the science book scheduled to be taught to second-year middle school students for the academic year (2024-2025). The researcher formulated the behavioral objectives for the topics, and their final number reached (100) behavioral objectives. The researcher prepared model teaching plans for each of the topics specified for the experiment. In order to measure achievement and reflective thinking among the students of the two research groups, the researcher prepared two tests, the first of which was the achievement and reflective thinking test. She verified their validity and reliability. After applying the research tool and analyzing the results obtained by the researcher statistically, the results showed that the experimental group outperformed the control group. The researcher concluded that the circular discussion team strategy had a positive impact on achievement and reflective thinking better among second-year middle school students compared to the traditional method. She recommended adopting the circular discussion group strategy in teaching the remaining curriculum items to second-year middle school students. The researcher proposed studies similar to the current study.