Effectiveness of Simple to Complex Sequences and Composition Instructional Strategies in Learning and Retention of Concept of Experimental Science in Secondary School

Abstract

The present study aimed to investigates the impact of simple to complex sequencing strategies and composition on the learning and retention of concepts of experimental science lesson in secondary school. In this study, two groups of semi-experimental design with pre-test and post-test were used. Statistical population was all second year male students of public schools of Kaleibar city in school year of 2000-2001. From this community, with a multi-stage cluster sampling method, two classes were selected as samples. In this study to assess subjects, academic achievement test was used and to assess its validity the opinions of scholars, related experts, and the two dimensional table of content-aim is used and the reliability of measuring instrument by the correlation between two halves of pre-test and post- test is obtained 0/83 and 0/84 respectively. The research procedure was in this way that the experimental group was trained the chapter 13 of experimental science book of secondary school by using of simple to complex sequencing strategies and composition and control groups received the same chapter through the traditional teaching method. At the end, after performing a post-test and analysis of covariance of obtained data, it was found that, there was a significant difference between learning rate of experimental and control groups in experimental science lesson and experimental group meet better learning and the results showed that students in the experimental group compared to the control group performed better in post-test of retention.