The effectiveness of Thomas and Robinson's strategy (PQ4R) in developing the scientific sense of the third intermediate grade female students in Al-Kharj Governorate

Abdulrahman Nami Alshaikh, Asma

doi:10.21608/jsre.2022.132774.1461

The effectiveness of Thomas and Robinson's strategy (PQ4R) in developing the scientific sense of the third intermediate grade female students in Al-Kharj Governorate

Document Type : Original Article

Author

Asma Abdulrahman Nami Alshaikh

College of Education in AlKharj

10.21608/jsre.2022.132774.1461

Abstract

ABSTRACT:
This study aimed at investigating the effectiveness of using Thomas and Robinson Strategy PQ4R in developing the scientific sense among female students at the third intermediate grade. The study adopted the quasi-experimental methodology. The sample of the study consisted of (48) female students, they were divided into two equivalent groups (control and experimental). To achieve objectives of the study, an educational material was prepared according to PQ4R Strategy, a test for measuring the cognitive aspect of scientific sense, and a scale for affective aspect of scientific sense. The results showed the effectiveness of using PQ4R Strategy in developing cognitive aspect and affective aspect of scientific sense among female students at the third intermediate grade. The results also showed the great effect of PQ4R strategy in developing scientific sense with its cognitive and affective aspects. In light of these results, the study recommended using metacognitive teaching strategies in teaching science and other subjects.
Key Words: PQ4R Strategy, Science, Scientific Sense, Third Intermediate

Keywords

Main Subjects

Education

References

Allen, J. (2008). More tools for teaching content literacy. USA: Stenhouse Publishers.

Bernstein, D. (2016). Phycology: foundations and frontiers. USA: CENGAGE Learning.

Makur, A. (2019). The influence of PQ4R strategy and mathematical reasoning ability towards mathematical education. Supremum journal of mathematics education. 3(1), 18-31.

Pasely, J., Trygstad, P., and Banilower, E. (2016). What Does “Implementing the NGSS” Mean? Operationalizing the Science Practices for K–12 Classrooms. Chapel Hill, NC: Horizon Research, Inc.

Sarimanah, E. (2016). Effectiveness of PQ4R metacognitive strategy-based reading learning models in junior high school. International journal of language education and culture review. 2(1), 74-81.

Setiawati, H.; & Corebima, D. (2018). Improving students' metacognitive skills through science learning by integrating PQ4R and TPS strategies at A senior high schools in Parepare, Indonesia. Journal of Turkish science education. 15(2), 95-106.

Sunday, I.; & Cecilia, N. (2018). Relative efficacy of PQ4R metacognitive learning strategy on students' academic achievement in electrochemistry in Calabar education zone, cross river state, Nigeria. International journal of advanced academic and educational research. 13(3), 50-61.