The Effectiveness of the T-Shape Strategy in Acquiring Scientific Concepts among First-Year Intermediate Students in Chemistry

Abstract

The research aims to identify the effect of the T-shape strategy on acquiring scientific concepts among first-year middle school students in chemistry. The experimental design was chosen with two experimental and control groups with a post-test for achievement. To achieve the research objective, a deliberate sample of (62) students was chosen and distributed to the two research groups, as the number of students in the experimental group was (30). The number of students in the control group was (32) students, and the equivalence between the students of the two research groups was carried out according to the following variables: (chronological age calculated in months, prior information test, Raven intelligence test) in the first semester of the academic year (2024-2025) AD, as the researcher determined the subject matter that would be studied during the experiment period, which amounted to two chapters from the chemistry book for the first intermediate grade, and the researcher formulated the behavioral objectives for the topics that he would study, which were (64) objectives Behaviourally according to Bloom's levels (knowledge, understanding, application), the researcher prepared (24) daily plans to teach the two research groups and presented a model of them to a group of arbitrators to determine their validity and suitability for first-year middle school students. To achieve the research objective, the researcher prepared the research tool, a test for acquiring scientific concepts consisting of (36) objective paragraphs with four alternatives. Its apparent validity was extracted by presenting it to a group of arbitrators in education and science teaching methods. Also, the content validity was

 extracted in light of the test’s conformity to the content that was studied, and the discriminant power, difficulty coefficient, and effectiveness of the wrong alternatives were calculated for each paragraph of the test using appropriate statistical means, and the stability was extracted using the split-half method. After statistically analyzing the results using the t-test for two independent samples (for the test of acquiring scientific concepts), the results showed that the experimental group that studied with the T-shape strategy outperformed The control group studied in the usual way in the scientific concepts acquisition test.