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|f This study aimed to identify the extent of practicing life skills related to biology decisions by high school students in Sharurah district from their point of view. The researcher used the descriptive survey approach. The study sample consisted of all high school students of annual system of sixth level in the natural sciences in Sharurah district. There were 94 students. In order to achieve the objectives of the study, the researcher designed a questionnaire and its validity and reliability were verified, and the researcher reached several results that showed that the least practicing skills are the following: Applying problem solving in similar life situations with an arithmetic average of (2.76), and linking problem situations and similar life situations with an arithmetic average of (2.78), and a plan to implement steps to solve the problem with an average of (2.81), and in using non-verbal communication methods during discussion in the educational situation with an average of (2.71). I do a medical examination periodically with an average of (2.25). I avoid foods containing high calories, such as fast food and sweets, with an average of (2.59). I deal with caution with exotic plants for fear of their toxicity with an average of (2.69). I stay away from dangerous behaviors while playing with average I (2.74). I used paper bags instead of plastic ones to protect the environment, with an average of (2.81). In general, the preventive skills, environmental skills, and thinking and problem solving skills were the least practiced by students with averages of (3.04), (3.06), (3.07), and cooperation skills were the most practiced with an average of (3.39).\nIn light of these findings, the researcher recommended several suggestions, the most important of which are as follows: linking biology subjects' topics with students' daily life situations, using teaching methods based on activating life skills practice, using non-verbal communication methods alongside verbal methods while discussing course topics, increasing content related to health skills, activating the practical aspect more while teaching biology courses, and paying attention to environmental skills through the content of the courses, as well as through scientific trips to practice these skills practically, reviewing the quantitative and qualitative content of the biology courses on a regular basis, and adding it to the life skills appropriate to the Kingdom's vision (2030) and the developments of the times.\nThis study aimed to identify the extent of practicing life skills related to biology decisions by high school students in Sharurah district from their point of view. The researcher used the descriptive survey approach. The study sample consisted of all high school students of annual system of sixth level in the natural sciences in Sharurah district. There were 94 students. In order to achieve the objectives of the study, the researcher designed a questionnaire and its validity and reliability were verified, and the researcher reached several results that showed that the least practicing skills are the following: Applying problem solving in similar life situations with an arithmetic average of (2.76), and linking problem situations and similar life situations with an arithmetic average of (2.78), and a plan to implement steps to solve the problem with an average of (2.81), and in using non-verbal communication methods during discussion in the educational situation with an average of (2.71). I do a medical examination periodically with an average of (2.25). I avoid foods containing high calories, such as fast food and sweets, with an average of (2.59). I deal with caution with exotic plants for fear of their toxicity with an average of (2.69). I stay away from dangerous behaviors while playing with average I (2.74). I used paper bags instead of plastic ones to protect the environment, with an average of (2.81). In general, the preventive skills, environmental skills, and thinking and problem solving skills were the least practiced by students with averages of (3.04), (3.06), (3.07), and cooperation skills were the most practiced with an average of (3.39).\nIn light of these findings, the researcher recommended several suggestions, the most important of which are as follows: linking biology subjects' topics with students' daily life situations, using teaching methods based on activating life skills practice, using non-verbal communication methods alongside verbal methods while discussing course topics, increasing content related to health skills, activating the practical aspect more while teaching biology courses, and paying attention to environmental skills through the content of the courses, as well as through scientific trips to practice these skills practically, reviewing the quantitative and qualitative content of the biology courses on a regular basis, and adding it to the life skills appropriate to the Kingdom's vision (2030) and the developments of the times.\nThis study aimed to identify the extent of practicing life skills related to biology decisions by high school students in Sharurah district from their point of view. The researcher used the descriptive survey approach. The study sample consisted of all high school students of annual system of sixth level in the natural sciences in Sharurah district. There were 94 students. In order to achieve the objectives of the study, the researcher designed a questionnaire and its validity and reliability were verified, and the researcher reached several results that showed that the least practicing skills are the following: Applying problem solving in similar life situations with an arithmetic average of (2.76), and linking problem situations and similar life situations with an arithmetic average of (2.78), and a plan to implement steps to solve the problem with an average of (2.81), and in using non-verbal communication methods during discussion in the educational situation with an average of (2.71). I do a medical examination periodically with an average of (2.25). I avoid foods containing high calories, such as fast food and sweets, with an average of (2.59). I deal with caution with exotic plants for fear of their toxicity with an average of (2.69). I stay away from dangerous behaviors while playing with average I (2.74). I used paper bags instead of plastic ones to protect the environment, with an average of (2.81). In general, the preventive skills, environmental skills, and thinking and problem solving skills were the least practiced by students with averages of (3.04), (3.06), (3.07), and cooperation skills were the most practiced with an average of (3.39).\nIn light of these findings, the researcher recommended several suggestions, the most important of which are as follows: linking biology subjects' topics with students' daily life situations, using teaching methods based on activating life skills practice, using non-verbal communication methods alongside verbal methods while discussing course topics, increasing content related to health skills, activating the practical aspect more while teaching biology courses, and paying attention to environmental skills through the content of the courses, as well as through scientific trips to practice these skills practically, reviewing the quantitative and qualitative content of the biology courses on a regular basis, and adding it to the life skills appropriate to the Kingdom's vision (2030) and the developments of the times.\nThis abstract translated by Dar AlMandumah Inc. 2020\n
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