English abstract
The study aims to investigate the effect of using the generative learning model on
academic achievement in science, as well as the motivation science learning it among seventhgrade students in the Sultanate of Oman. To achieve this objective, the study adopts a quasiexperimental approach based on an experimental and a control group design. The study sample
consists of 56 students from the seventh grade, divided into two groups: an experimental group
comprising 28 students who were taught using the generative learning model and a control group
consisting of 28 students from different schools who were taught through conventional methods.
For the research methodology, the researcher devised instruments and materials. The instrument
consists of an academic achievement test comprising 20 objective questions categorized into
three levels: knowledge, application, and reasoning. The reliability coefficient of the achievement
test was measured at 0.82. In addition to the instrument, the study material includes a guide for
the collaborating teacher, intended to instruct her on implementing the generative learning model.
This guide encompasses lesson preparation plans, diverse activities, and student worksheets.
The "Ibrahim's Motivation Towards Learning Science" (2019) scale was also employed
in this study. The scale comprises 35 phrases categorized into six dimensions, demonstrating a
reliability coefficient of 0.87. Rephrase of the study's tools and materials, they were subjected to
evaluation by experienced and specialized experts. The study's findings revealed a statistically
significant distinction, at a significance level of α≤0.05, between the average scores of the two
study groups in the academic achievement test. Notably, the experimental group displayed
superior performance. Similarly, a statistically significant variance was observed, at a
significance level of α≤0.05, between the average scores of the two study groups in the
motivation scale toward learning science, with the experimental group exhibiting greater
motivation. The study recommends incorporating the generative learning model as a fundamental
pedagogical approach. It also underscores the importance of optimizing classroom settings to
facilitate the implementation of this model and stimulate students' motivation to learn science.
Additionally, the study calls for further investigations into the effects of employing the generative
learning model in conjunction with other variables .
