Effect of Pedagogical Analogical Model on Female First Secondary Scientific Stream Students' Achievement in Molecular Genetics

Abstract

This study aimed at investigating the effect of the
analogical model based on static two-dimensional illustrations
(illustrations model) on female first secondary scientific stream
students' achievement in molecular genetics, compared with the
traditional method. The sample of the study consisted of 54 female
first secondary scientific stream students' in two classes of the same
high school located in Mafraq city.
The experimental group which consisted of 26 students received
instruction using the integrated illustration model. Whereas the
control group consisted of 28 students used the traditional method.
A pretest-post-test control group design utilising the analysis of
covariance (two-way ANCOVA) was used to test the hypotheses of
the study. The statistical treatment of the data of the study showed
the following findings:
- There were statistically significant differences in female first
secondary scientific stream students' achievement in molecular
genetics that can be attributed to instructional method using
the illustration model. Those differences were in favor of the
students in the experimental group.
- There were statistically significant differences in female first
secondary scientific stream students' achievement in molecular
genetics that can be attributed to formal thinking using the
concrete method. Those differences were in favor of formal
thinkers.
- There is no significant effect in the female first secondary
scientific stream students' achievement in molecular genetics
that can be attributed to the interaction between the
instructional method and formal thinking.
Several recommendations were suggested upon the results of the
study.