The Effect of Gap-Filling Strategy on Second-Year Intermediate School Achievement in Biology and Their Interactive Thinking
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Abstract
The study aims to identify the effect of the gap-filling strategy on the achievement and interactive thinking of second-grade intermediate students in biology. In light of the study objective, the following two null hypotheses were derived:
1- There was no statistically significant difference at the 0.05 level between the achievement test scores of the first group of students, who studied biology using the gap-filling strategy, and those of the second group, who were taught the same subject using the traditional method.
2- No statistically significant difference was found at the 0.05 level between the scores of students in the first group, who studied biology using the gap-filling strategy, and those of the second group, who were taught the same subject using the traditional method, in the interactive thinking test. The experiment was conducted on a purposive sample of second-grade intermediate students from Iraq Intermediate School in Baqubah during the 2023–2024 academic year. The sample included 48 students, with 24 students in each group. After conducting the equivalence test, two research tools were prepared:
- a) The achievement test, which consisted of (40) objective questions, was constructed. Its psychometric properties were verified, as well as its reliability value, which reached (0.81).
- b) The interactive thinking test, which included (30) items, was constructed. Its psychometric properties were verified, making it ready for application.
The results were as follows:
- There was a statistically significant difference between the first and second groups in achievement in biology, which was in favor of the first group.
- There was a statistically significant difference between the first and second groups in the interactive thinking test, which was in favor of the first group.
In light of these results, the researchers formulated a number of recommendations and proposals.