An-Najah University Journal for Research - B (Humanities)


This study aimed at investigating the impact of a teaching strategy adopting project based learning in understanding of chemical concepts and developing thinking skills among basic school students of different motivation.The study population consisted of the ninth-grade students at Doroub Al Asalah Wal Moasara School of Al-Oweismeh Directorate of Education. The school was intentionally chosen. The study sample consisted of (47) male students divided into two sections: one of them was used as an experimental group of (23), and the other as a control group of (24). To achieve the purpose of the study, the following study instruments were applied: (a test of understanding concepts (pre-post), a test of scientific thinking skills and a test motivation measurement). To test the study hypotheses, (2x2) covariance analysis (ANCOVA) was conducted. The results of the study showed that there is a significant statistical difference for the advantage of the experimental group in understanding the chemical concepts. The results also showed that there is a significant statistical difference in understanding chemical concepts among students with high motivation and those of low motivation, in addition to the absence of interaction between strategy and motivation. To find out the size of strategy impact, ETA Square and the ratio of variance interpreter in each of the two dependent variables: Understanding the chemical concepts (67.2%) and developing scientific thinking skills (76.2%) were used. It turned out that the effect size was large in both variables. In the light of these results, the researcher recommended that project based learning strategy should be adopted, and textbooks content and activities should be organized to commensurate with the teaching strategy based on the project. This action requires rehabilitation of teachers to prepare learning situations by using a project based strategy, in addition to conducting further studies on other subjects to identify the degree of effectiveness in bringing about changes in the method of learning thinking skills, such as critical thinking, reflective thinking, and modifying alternative conceptual perceptions.