The Effectiveness of the (C.O.N.N.E.C.T) and (S.T.E.P.S) Strategies on Fourth Scientific Grade Students’ Achievement in Biology and Their Future Thinking

Abstract

The present study aims to investigate the effectiveness of the (C.O.N.N.E.C.T) and (S.T.E.P.S) strategies on the achievement of fourth scientific grade students in biology and their future thinking. Based on this aim, two null hypotheses were formulated as follows:-There is no statistically significant difference at the level (0.05) among the mean scores of the first experimental group students who study biology according to the (C.O.N.N.E.C.T) strategy, the second experimental group students who study biology according to the (S.T.E.P.S) strategy, and the control group students who study the same subject according to the traditional method in the achievement test.-There is no statistically significant difference at the level (0.05) among the mean scores of the first experimental group students who study biology according to the (C.O.N.N.E.C.T) strategy, the second experimental group students who study biology according to the (S.T.E.P.S) strategy, and the control group students who study the same subject according to the traditional method in the future thinking test.To achieve the aim of the study and test its hypotheses, a quasi-experimental design based on post-tests of achievement and future thinking was employed for three groups. Al-Iraq Preparatory School for Boys was randomly selected, comprising three fourth scientific grade classes (A, B, and C). Class (A) represented the first experimental group taught using the (C.O.N.N.E.C.T) strategy with (36) students, class (B) the second experimental group taught using the (S.T.E.P.S) strategy with (34) students, and class (C) the control group taught by the traditional method with (35) students, making a total sample of (105) students, The study was limited to the first five chapters of the biology textbook, which were analyzed into (200) behavioral objectives based on Bloom’s taxonomy. An achievement test of (40) items and a future thinking test of (30) items were developed and validated. The findings revealed that both experimental groups outperformed the control group in achievement and future thinking, leading to a set of conclusions, recommendations, and suggestions presented in Chapter Four.