Open AccessEffectiveness of Teaching Biology Course Using Learning Stations Strategy in Developing the Mindfulness and Conceptual Understanding of First Grade Secondary School Students
Author(s) -
Asem M. Omar
Publication year - 2018
Publication title -
mağallaẗ al-dirāsāt al-tarbawiyyaẗ wa-al-nafsiyyaẗ/journal of educational and psychological studies
Language(s) - English
Resource type - Journals
eISSN - 2521-7046
pISSN - 2218-6506
DOI - 10.24200/jeps.vol12iss2pp226-245
Subject(s) - mindfulness , mathematics education , test (biology) , analysis of covariance , psychology , teaching method , conceptual framework , sample (material) , biology , computer science , ecology , clinical psychology , sociology , chemistry , social science , chromatography , machine learning
This study aimed at investigating the effectiveness of teaching biology course using the learning stations strategy in developing the mindfulness and conceptual understanding of first year secondary school students. To achieve these aims, a student's book, a teacher's manual, a scale for measuring mindfulness, and a test for measuring the conceptual understanding were used. A sample was randomly selected and divided into two groups: the experimental and control groups. An experimental group (n=44) studied the selected biology subjects utilizing the learning stations strategy, whereas the control group (n=46) studied the same subjects using a traditional method. A pre-post test was administred and the data was analyzed using ANCOVA. The study results revealed the effectiveness of teaching the biology course using the learning stations strategy in developing the mindfulness and the conceptual understanding of first year secondary school students over the traditional method.