English abstract
This research aims to explore the effect of teaching by using strategies that stimulate neural branching in the human brain on academic achievement and retention in science learning. It also - this study, investigates the impact of these strategies on the development of creative, critical thinking and working memory capacity among eighth grade students. The methodology of this research is quasi experimental, which consists of two experimental groups and a control group. In term of the treatment, the experimental groups were divided into two parts: A mental experimental group (65 students; 31 male & 34 female); which was taught using strategies that stimulate the neural branching in human brain mentally while the technological experimental group (67 students; 33 male & 34 female) was taught using the same strategies with the support of technology. However, the control group (65 students; 31 male & 34 female) were taught using traditional instruction. This research was implemented in two of the cycle two Schools in the Govemorate of Muscat. To answer the research questions, several tests have been given as follows: First, An academic achievement test, which consisted of (30) items was used. The validity of the test was conducted through a panel of judges, whereas the reliability was calculated using Cronbach Alpha which reached (0.70). Second, the Creative thinking test and the critical thinking test were implemented in this study and the validity of these tests was also conducted through a panel of judges, while the reliability was calculated using Cronbach Alpha which reached (0.78), (0.65) respectively. Third, the working memory capacity (visuospatial and verbal) tests were used. The validity of the tests was also conducted through a panel of judges, and the readability was calculated using Cronbach Alpha which reached (0.78), (0.70) respectively. The results of this research had been treated in accordance with the Statistical Package for Social Sciences (SPSS) by extracting averages and standard deviations using univariate and multivariate tests to reveal the differences in students' performance. Paired sample T test was also used to identify the skills growth. The results revealed that: - There were statistically significant differences between the study groups in overall academic achievement test in favor of the experimental group which taught by the strategies technologically. In addition to that, the results showed significant differences between the performance of male and female in the academic achievement test in favor of female groups. - The results also showed significant differences in retention between the three groups in favor of experimental groups that were taught mentally and significant differences between males in female performance in favor of females' performance. - There were significant differences between the study groups in the creative thinking test to benefit of the two experimental groups. However, there was no statistically significant difference between male and female performance in this test. - The results revealed that there were no statistically significant differences in the critical thinking test neither between study groups nor between males and females. - Significant differences also did not appear in the performance of students in the test of verbal memory capacity between the study's groups. Nevertheless, there was an existence of significant differences between the performance of male and female performance in favor of females. - There were significant differences between the study's group; experimental and control groups in the visuospatial working memory capacity test in favor of the two experimental groups, while there was no statistically significant differences between males and females in this test. In light of the findings of this study, a number of recommendations and suggestions were offered including: holding training sessions and workshops for science teachers using the strategies that stimulate the neural branching in science classes. The study also suggests conducting activities in the science curriculum including the strategy's questions and teaching modules of these strategies in the teacher's guide. In addition, the study recommends similar studies to the current study performing different stages and different variables.
