Document Type : Original Article

Authors

• saeed shahhosseini ¹
• farzaneh Gharibi ²
• Hussein Ali Fahem Al-Khafaji ³

¹ Assistant Professor, Faculty Member, Department of Educational Sciences, Faculty of Humanities, University of Arak, Arak, Iran

² Assistant Professor, Faculty Member, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

³ Master of Arts in Curriculum Planning, Arak University, Arak, Iran

Abstract

The present study aimed to assess the effectiveness of biology education using inductive thinking in increasing academic self-concept and school engagement while reducing exam anxiety among students in Babylon, Iraq. This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population included all high school students in Babylon, Iraq, in the 1402–1403 academic year, 30 of whom were selected through a sampling method and randomly assigned to two groups of 15 students each (15 students in the experimental group and 15 students in the control group). The data collection tools were the Academic Self-Concept Inventory (SSCI) by Chen and Thompson (2004), the School Engagement Questionnaire (AEQ) by Fredericks et al. (2004), and the Sports Exam Inventory by Abolghasemi et al. (1375). To analyze the data, descriptive statistics were used to determine the frequencies, percentages, means, and standard deviations, while inferential statistics were used to perform the analysis of covariance. The findings showed that there was a statistically significant difference between the experimental and control groups (P≤0/05). Based on the results of the study, teaching biology through inductive thinking can automatically increase the significance of students' academic self-concept and familiarity with school and reduce exam scores. Also, this educational method was effective in all components of academic self-concept and school enthusiasm. Therefore, the use of inductive thinking in biology education can be suggested as a solution to improve the cognitive and emotional outcomes of students in schools.

Keywords

• Biology education
• inductive thinking
• academic self-concept
• school enthusiasm
• test anxiety

Main Subjects

• نظریه برنامه درسی