The Effect of using Iterative Inquiry Approach on the Development of Science Process and Academic Achievement among 11th Grade Female Students.

Abstract

This study aimed to investigate the effect of using Inquiry Iterative Approach (IIA) on the development of science process and achievement among 11th grade female students in chemistry. The sample consisted of (99) female students and they were divided into experimental group which consisted of (54) students and the control group which consisted of (45) students. To answer the study questions, a teacher guide in using (IIA) for experimental group, science process skills test and organic chemistry achievement test were designed. The validity of the three instruments was verified by a group of experts, and their reliability was checked using Cronbach's alpha which gave the value of (0.85) for science process skills test and (0.78) for organic chemistry achievement test. The results of the study showed that there was a statistically significant differences at (α=0.05) between the scores of the experimental and control groups in the science process skills test and achievement test in favor of the experimental group. Moreover, the results showed that there was a statistically significant difference between pre and post science process skills test for the experimental group. Based on the above findings, the study recommended to include open inquiries activities in the school curriculum, and to conduct training workshops for teachers in how to use (IIA) inside the classroom. It also recommended conducting similar studies on the other school subjects, other school levels, and other variables.