English abstract
This study aimed to investigate the effect of using accelerated learning model of Smith and colleagues in Science achievement and intrinsic motivation among grade ten female students. The study sample consisted of (50) female students selected from Jumana Basic Education (5-10) in North Al-Batinah Governorate. The sample was divided into two groups: an experimental group (N=25), which was taught using accelerated learning model and a control group (N=25), which was taught by the conventional method. The study lasted for eight weeks in the second semester of the academic year 2012/ 2013. To achieve the study aims, a guide for the teacher who taught the experimental group was developed and verified by a judge of experts. In addition, 25-items science achievement test has been administered and verified by a judge of experts. Its reliability coefficient Alfa cornbach was (0.81). Also, 67-items intrinsic motivation Scale was applied. Its reliability coefficient Alfa cornbach was (0.88 ).
The findings of the study revealed that there were significant statistical differences in both Science achievement and intrinsic motivation a whole, as well as the aspects of curiosity, perseverance, and learning enjoyment, at (a = 0.05) between experimental and control group in favor of experimental group. Also, the study findings show growth to all intrinsic motivation aspects for experimental group, while no growth happened to the control group when comparing between before and after the application. Consequently, the researcher proposed several recommendations; such as: conducting workshops and training courses for supervisors and science teachers to use accelerated learning model in science teaching. It also recommended conducting similar studies of the current study, but on other variables such as the attitudes towards the study of science.
