The effect of dual situated learning model (DSLM) on the achievement of fourth grade students in biology

Abstract

The research aims to identify the effect  of the DSLM model in the achievement of fourth grade female students in biology by verifying the validity of the following hypothesis: There is no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who study according to the DSLM model and the average scores of the control group students who study according to the usual method of achievement. The two researchers  adopted the experimental design with two experimental groups and the partial control of the same post-test for achievement. The research community and a sample of the fourth grade female scientific students in the daytime preparatory schools for girls in Babylon Governorate for the academic year (2021-2022 AD). The warning setting was chosen as a deliberate sample consisting of (70) students and two experimental groups with a number of (34) female students and the control group whose number reached (36) female students, and the equivalent between the two research groups in the advanced information for the previous semester (20-20) . After the completion of the experiment, the application of an achievement test for the biology material  consisting of 40 paragraphs of a type of multiple test and obtaining the results, the data were statistically processed using a test t-test for two independent samples, and the following results were reached: - (The experimental group that was studied with the model of learning based on dual situations (DSLM)) surpasses the control group that was studied in the usual way in the achievement test), so the researcher recommends some recommendations and proposals.