The Effectiveness of Teaching Science Using Self-Questioning Strategy

Abstract

The study aimed at identifying the effectiveness of teaching science using self-questioning strategy on academic achievement and developing reflective thinking skills. The sample consisted of 100 first grade intermediate female students in Khamis Mushait governorate, Saudi Arabia. The sample was divided into two equal groups: an experimental group studied by self-questioning strategy, and a control group which studied using the conventional method. Teacher guide and student handbook activities were developed, and validated. Moreover, a science-achievement test and a reflective-thinking test were developed, checked for reliability, and validated. With regard to both instruments, the results showed statistically significant differences at the level of 0.05 in favor of the experimental group.

The Effectiveness of Using Self-questioning Strategy on Improving Some Basketball Skills among Seventh Grade Students in Amman, Jordan

“…The information helps to organize and remember students' information and generate new ideas, which makes them think about the steps that help them solve the problem from its various aspects. In addition, this strategy activates the metacognitive processes that exist among students, linking previous knowledge with new information, analyzing it in depth and organizing it, which leads to knowledge acquisition and integration [12].…”