The Effect of the Gist Summary Strategy on the Achievement in Chemistry among First Intermediate Grade Students and Their Predictive Thinki

Abstract

The research aimed to find out “(The effect of the Gist summary strategy on the achievement of chemistry among first-year intermediate students and their predictive thinking).” The research sample was (49) students from the first intermediate year, with (24) students for the experimental group and (25) students for the control group. The researcher formulated (150) behavioral objectives within the levels of (remembering, comprehension, application and analysis), according to Bloom’s classification for the cognitive field. The researcher prepared an achievement test consisting of (40) objective items of the multiple choice type, and the psychometric properties were confirmed and its stability, as the reliability coefficient reached (0.84). He prepared a predictive thinking test consisting of (20) objective items of the multiple-choice type with four alternatives and five areas: (predicting, proposing appropriate solutions or original ideas, predicting problems that will occur in the future, proposing and inferring events, predicting the causes of problems and events, predicting the results of problems), and its validity, psychometric properties, and stability were verified. The reliability coefficient reached (0.79), and the two groups were equalized according to (chronological age, intelligence (Otis-Linyon), science grades for the sixth grade of primary school, previous information, predictive thinking test). After processing the data statistically using the t-test for two independent samples, the study concluded that the students of the experimental group who studied chemistry according to the Gist summary strategy excelled in the achievement test for chemistry, as well as in the predictive thinking test. In light of the results, conclusions, recommendations, and proposals were drawn up.