College of Education for Pure Science

Master Thesis Viva in the College of Education for Pure Science entitled ” The effect of Frayer’s model supported by thinking maps on the fourth grade students’ achievement of Biology and the development of their analytical thinking skills ”

The College of Education for Pure Science, University of Mosul, has done the Master Thesis Viva entitled ” The effect of Frayer’s model supported by thinking maps on the fourth grade students’ achievement of Biology and the development of their analytical thinking skills “,

On Tuesday, May 30, 2023, the respected Dean of the College, Assistant Professor Dr. Qais Ismail Ibrahim, the Honorable Scientific Associate and Administrative Associate, the Honorable Head of the Department of Biology, and a number of the college’s teachers were attended the viva.

The objective of this study, presented by the M.Sc. Student Abd al-Khaliq Fadil Abbas Asker al-Khatuny in the Department of Biology, is to identify “the impact of Fryer’s model, supported by thinking maps, on the achievement of fourth-grade students in Biology and the development of their analytical thinking skills”.

In order to verify the aim of the research, the researcher formulated the following zero hypotheses:

1. There is no statistically significant difference at the level (0.05) between the mean scores of the students in the group Experimental women who study according to Frayer’s model supported by thinking maps and the scores of the group’s students Female students who study according to the usual method in the achievement test of Biology.

2. There is no statistically significant difference at the level (0.05) between the mean scores of the students in the group Experimental students who study according to Frayer’s model supported by thinking maps and the scores of the students of the control group who study according to the usual method in developing analytical thinking.

3.There is no statistically significant difference at the level (0.05) between the means of the pre and post test to test the analytical thinking skills as a whole for the students of the experimental group.

4.There is no statistically significant difference at the level of significance (0.05) between the mean scores of the pre and post tests of the experimental group in the skill: (observation, identifying traits or traits, and defining the problem Differentiate between the similar and the different, predict or expect, and determine the cause and effect.

The researcher adopted the experimental design with partial control of the two equal groups, which includes two groups, the experimental and the control, and according to this design, the researcher intentionally chose the research sample from the female students of ( Ibn Al-Atheer Prep for Girls), the fourth scientific grade in the city of Mosul, as the research sample consisted of (86) students, and the selection took place Randomly assigned to Division (B) consisting of (40) female students to represent the experimental group and Division (A) consisting of (46) female students to represent the control group, and the process of equivalence was conducted between female students of the two groups in the variables of ( chronological age in months, the general average for the previous year and the degrees of achievement of a subject

teaching the experimental and control groups according to (Frayer model supported by thinking maps) and the usual method.

In order to verify the aim of the research and its hypotheses, the researcher needed two tools:

The first tool: an achievement test in Biology for the chapters included in the research, namely (the second, third, fourth, and fifth), prepared by the researcher, which is in its final form consisting of (30) test items, including (27) items of choice type. Multiple, and (3) paragraphs that are drawings and diagrams that require completion. The test was characterized by honesty and stability, and the difficulty and discrimination coefficient was extracted for its paragraphs, and they were all within the acceptable range.

The second tool: the analytical thinking test prepared by the researcher after reviewing a number of thinking tests analytical, which has a number of (36) paragraphs distributed over (6) skills to measure abstract mental abilities represented by (skills), observation, identifying features or qualities, defining the problem, differentiating between the similar and the different, prediction or expectation, and determining the cause and effect), and the researcher extracted the difficulty coefficient And discrimination for its paragraphs and they were all within the acceptable range.

The researcher began applying the experiment in the first semester of the academic year (2022-2023), as the researcher taught the two research groups on 30/10/2022 and continued until 5/1/2023, followed by applying the two tools, the first of which is the achievement test on 8/1/2023 and analytical thinking on 10/1/2023. After collecting the data and analyzing it statistically using the t-test for two independent samples (t.test) and with the help of the statistical package program (spss), the results showed the following:

1. There is a statistically significant difference at the level of significance (0.05) between the average scores of female students of the two research groups in the achievement of Biology and in favor of the experimental group.

2. There is a statistically significant difference at the level of significance (0.05) between the mean scores of the students of the two research groups in the development of analytical thinking and in favor of the experimental group.

3. There is a statistically significant difference at the level of significance (0.05) between the mean scores of the pre and post test of the experimental group in developing analytical thinking skills as a whole and in favor of the post application.

4. There is a statistically significant difference at the level of significance (0.05) between the mean scores of the pre and post test of the experimental group in the skill (observation, identifying features or traits, identifying the problem, and differentiating between the similar and the different, prediction or expectation, determining cause and effect, and in favor of the dimensional application.

. In the light of the results of the research, the researcher came out with a number of conclusions, recommendations, and proposals, the most important of which are: The Fryer model supported by thinking maps had a role in improving and raising the achievement level of fourth-grade female students in biology and developing their analytical thinking skills.

He recommended the necessity of adopting the Frayer model supported by maps in teaching biology, and emphasizing the need for biology teachers to introduce online or online courses in the summer to familiarize themselves with modern teaching strategies and models that develop thinking among students, including (Activate) Fryer model supported by thinking maps.

The researcher suggested conducting similar studies with other dependent variables and different educational stages.

The Viva committee was chaired by Prof. Dr. Wafaa Mahmoud Younis/University of Mosul/ College of Education for Pure Science and the membership of Prof. Dr. Solaf Faeq Mohammad Ali \ University of Sulaymaniyah, College of Basic Education, Lecturer Dr. Radwan Mohammad Mustafa \ University Of Mosul \ College of Education for Pure Science and under the supervision and membership of both Asst. Prof. Dr. Maarib Mohammed Ahmed / University of Mosul / College of Education for Pure Science and Prof. Dr. Muthanna Jassim Mohammad/University of Mosul/ College of Education for Pure Science