أثر استخدام إستراتيجية التعلم التوليدي في التحصيل المباشر والمؤجل لدى طالبات الصف السابع الأساسي في مادة العلوم
This study aimed to investigate the effect of using the generative learning strategy on the immediate and delayed achievement of seventh grade students in Irbid Governorate compared to the regular instruction method of teaching science. To achieve the objectives of the study, the quasi-experimental design with the pre/post- and postponed test was used for the two groups. The study population consisted of the seventh-grade students in the schools affiliated to the Irbid Borough Directorate of Education for the academic year 2021-2022, The participants of the study consisted of 60 female students who make up two groups from the students of Khadija Umm al-Muminin Comprehensive Secondary School for Girls. They were divided into two sections who were randomly assigned into two groups: an experimental (n = 30) female student which studied according to the generative learning strategy, and a control group (n = 30) which studied according to the regular instruction method. A teacher Guide has been prepared for the teacher to teach the unit (electricity), according to the generative learning strategy. The academic achievement test was prepared to measure the level of immediate and delayed achievement, and its validity and reliability were verified. The results of the study showed a statistically significant difference at the significance level (α = 0.05) between the mean scores of the two groups (experimental and control) in the immediate and delayed achievement test in favor of the experimental group. Based on these results, a number of recommendations that could help in developing achievement and the retention of the effect of learning among female students were presented. (Author’s abstract)