The Effectiveness of fishbowl strategy teaching home economics in developing preparatory stage female student's inductive reasoning and academic achievement

Document Type : Original research articles

Authors

1 Department of Curricula and Teaching Methods, Faculty of Education, Tanta University, Egypt

2 Dep. of Home Economics and Education, Faculty of Home Economics, Menoufia University, Shebin El-Kom, Egypt

3 Home Economics and Education, Faculty of Home Economics, Menoufia University, Shebin El-Kom, Egypt

Abstract

: toinvestigateThe Effectiveness of fishbowl strategy teaching home economics in developing preparatory stage female student's  inductive  reasoning  and academic achievement   .       The research sample: a sample of first-grade middle school pupils in the old intermediate school for girls, affiliated to the Shebin Al-Kom Educational Administration, in Menoufia Governorate, and their number reached (60) pupils, who were divided into (30) pupils in an experimental group and (30) pupils in a control group < /p>
Research tools: 1- Test of inductive  reasoning  skills (researcher preparation)                                                                                
2- Academic achievement test (prepared by the researcher)                                 
        After verifying the validity and reliability of the research, the researcher conducted a field experiment on the research sample (the experimental group and the control group), and the results resulted in the following:
        The existence of a statistically significant difference at the level of (1%) between the mean scores of the students of the experimental and control groups in the post application of the test of inferential thinking skills, in favor of the experimental group.
        The presence of a statistically significant difference at the level (1%) between the mean scores of the students of the experimental and control groups in the post application of the academic achievement test, in favor of the experimental group.
        The presence of a statistically significant correlation relationship (1%) between the test scores of inferential thinking skills and the academic achievement test in the post application of students of the two experimental groups.

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