THE EFFECTIVENESS OF ACCELERATING LEARNING IN THE ACHIEVEMENT AND FORMAL THINKING OF CHEMISTRY FOR SECOND-GRADE INTERMEDIATE STUDENTS

Abstract

The current research aims to identify the effectiveness of learning via accelerated learning methods for achievement and formal thinking for students in the second intermediate grade of chemistry. The researchers adopted the experimental approach to achieving the research goal. A quasi-experimental design with partial control was used for two equal groups with a post-test for achievement and formal thinking. The technique was conducted on (61) students, the experimental group (30) students, and the control group (31) students from the second intermediate grade students in Al-Riyadh Secondary School for Outstanding Students for the academic year (2020-2021 AD). The two groups were equal in some variables, and the experiment requirements were prepared, represented by the scientific material, the formulation of behavioral objectives, and the preparation of study plans. The research relied on two tools: the Summative test for chemistry, which consisted of (40) items, and the formal thinking test, which consisted of (38) items. The results showed significant differences at the level (0.05) between the mean scores of the experimental and control group students in achievement and formal thinking. The data were also processed using the T-test for two independent samples. The study showed the progress of the students of the (first) experimental group, which was taught based on the accelerated learning method, on the students of the control group (the second), which were trained classically in the achievement and formal thinking of the (chemistry) classes of the second intermediate grade. Accordingly, a set of recommendations and suggestions were developed.