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Volume :4 Issue : 13 1984      Add To Cart                                                                    Download

A Comparison Between The Inquiry Strategy And The Lecture Method For Teaching Geography To The First Secondary Class In Jordan (in Arabic)

Auther : Jawdat Ahmad Sa'aada

The purpose of this study is to answer the following questions: what is the effect of each of the inquiry strategy and the lecture method on the achievement of first secondary students in geography in Jordan? And is there any significant difference in the retention of students who learn geography by the inquiry strategy and those who learn geography by the lecture method?

The sample of the study included two groups of first secondary students in Irbid Education District. Inquiry strategy was used for the section of first secondary class in Kufr Youba Secondary School for Boys: but the other section which was chosen by simple random sampling technique was taught by using the lecture method.

Pre-experimental data was collected for the pre-achievement test, post achievement test, and retention. A t-test was used to test significant differences between the mean of the study group and the comparison group on the post achievement test and retention. The result of this test indicated the following: there is a significant difference between the mean of achievement of first academic secondary class students who learned geography by the inquiry strategy, and the mean of the students of the second group who learned the same material in geography by the lecture method. The inquiry strategy showed better achievement than the lecture method, and there is a significant difference between the retention of first academic secondary class students who learned geography by inquiry strategy, and the retention of the students of the second group who learned the same material by the lecture method the inquiry strategy showed better retention than the lecture method.

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Dec 08, 2019

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