The effectiveness of teaching biology based on problem-centered learning on the academic achievement of female second-year secondary school Masarat students in Jeddah Governorate

Abstract

The goal of the research is to identify the effect of using the problem-centered learning strategy on academic achievement in biology among female secondary school students in the Kingdom of Saudi Arabia. To achieve this, the researcher used the quasi-experimental approach based on the pre-post design for the two research groups: experimental and control, and after ensuring the validity and reliability of the tools, then applying them to a sample. The study consisted of (80) female high school students who were randomly selected from the second year of secondary school. They were also randomly distributed into the two research groups, an experimental group (40) female students who were taught using the problem-centered learning strategy, and a control group (40) female students who were taught In the usual way, the equality of the two study groups in age and academic achievement was verified before applying the strategy to the experimental group. The researcher prepared a teacher’s guide for teaching (three units in biology) in the second year of secondary school according to the problem-centered learning strategy and used the following tools in the research: Academic achievement test in the subject of biology. The results of the research revealed that there were differences between the average scores of the experimental and control groups in the post-measurement of the achievement test in favor of the experimental group. In light of the results of the research, a set of recommendations were presented, including: using the problem-centered learning strategy in teaching the revival course and other courses and training faculty members to use it