Open AccessThe Effectiveness of Scientific Stations Strategy in Achievement of the Seventh Grade Students in Dictation
Author(s) -
Asia A. Al Rawahi,
Suliman S. Al Ghattami
Publication year - 2020
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.vol14iss3pp558-571
Subject(s) - dictation , cronbach's alpha , test (biology) , mathematics education , psychology , significant difference , reliability (semiconductor) , sample (material) , guideline , achievement test , medical education , computer science , mathematics , medicine , statistics , standardized test , developmental psychology , psychometrics , paleontology , power (physics) , physics , chemistry , chromatography , quantum mechanics , pathology , speech recognition , biology
The study aims to examine the effectiveness of using the “scientific stations strategy” for grade seven students, achievement in dictation in the Sultanate of Oman. In order to achieve this, the researchers prepared an achievement test and a guideline for executing the strategy. The tool was checked for validity by a panel of area experts. The reliability of the test was 0.84 as determined by Cronbach’s Alpha. The study sample consisted of two groups, where 24 female students were taught dictation according to the scientific stations strategy, and 18 students were taught by the conventional method. The results of the post test showed that there is a statistically significant difference in the mean scores between the two groups, in favour of the experimental group. Based on these results, the researchers recommended making use of the science stations strategy by training teachers to use it in teaching dictation and in other language areas.