The Effects of Instructional Homework Technique on Chemistry Achievement of the United Arab Emirates Male and Female Tenth Graders

المصدر:	المجلة الدولية للأبحاث التربوية
الناشر:	جامعة الإمارات العربية المتحدة - كلية التربية
المؤلف الرئيسي:	Al-Naqbi, Ali Khalfan (Author)
المجلد/العدد:	ع35
محكمة:	نعم
الدولة:	الإمارات
التاريخ الميلادي:	2014
الصفحات:	1 - 27
ISSN:	2219-6064
رقم MD:	625826
نوع المحتوى:	بحوث ومقالات
قواعد المعلومات:	EduSearch
مواضيع:	تدريس الكيمياء \| التحصيل الدراسي \| الواجبات المنزلية \| طلاب المدارس الثانوية \| الإمارات العربية المتحدة
رابط المحتوى:	الناشر لهذه المادة لم يسمح بإتاحتها.

المستخلص:	The purpose of this study was to investigate the effects of Instructional Homework Technique (IHT) - as a systematic preparation homework assignment- on the chemistry achievement of the UAE tenth graders. The sample of this study consisted of 8 classrooms with an average of 24 students in each class. The 8 classes were divided equally in terms of gender. The schools were selected conveniently, and the classrooms were randomly assigned into experimental and control groups. The students in the experimental groups received an instructional homework twice a week while students in the control groups received regular homework assignments. The experiment lasted ten weeks and included 19 assignments and each assignment consists of a minimum of 20 items. This study used a pretest posttest control group design. The results revealed that students in the experimental group (with IHT) scored significantly higher on the chemistry posttest achievement measure. The Eta squared for a posttest as a dependent variable for treatment was 0.15 which is partially high. There was a significant statistical difference in term of gender with the UAE male tenth graders scored significantly higher than female counterparts in the chemistry achievement test.
وصف العنصر:	أصل المقال منشور باللغة الإنجليزية
ISSN:	2219-6064