The Effect of the Task-Based Learning (TBL) Strategy in Acquiring the Biological Concepts of the Second Intermediate Grade Students in Sciences

Abstract

This study aimed to know the effect of the task-based learning strategy (TBL) on acquiring biological concepts for second-grade students in science. One of the intermediate schools was selected (Al-Tirmidhi for boys) in Diyala Governorate The students were divided randomly to represent one of the experimental groups and the other to represent the control group. The research sample consisted of (71) students, the experimental group included (36) students and the control group included (35) students. The study material included four chapters (seventh, eighth, ninth, tenth), the behavioral objectives of the chapters were formulated (177) for the four levels of Bloom's classification of the cognitive domain (remember, understanding, application, analysis), and preparing the teaching plans for the two groups (experimental and control). ) And there were (24) teaching plans for the experimental group and (24) for the control group. The test tool consisted of acquiring biological concepts prepared by the researcher, consisting of (20) biological concepts so that each biological concept included three operations (definition, distinction, application) and by adopting a standard (66.6%) for acquiring the concept, and thus the test became a component of (60) multiple-choice tests. The results were processed using the SPSS statistical bag. The researcher also used the percentage law and the t-test equation to measure and find the significance of the differences between the percentages of acquiring each concept individually between the experimental and control group for acquiring biological concepts. The results showed that the experimental group outperformed the control group in acquiring biological concepts.