The Impact of KUD Strategy on the Academic Achievement of Intermediate School Female Students in Biology

Wasan Qasim Alwan

doi:10.63931/ijchr.v7iSI.396

Authors

Wasan Qasim Alwan University of Misan, Iraq

DOI:

https://doi.org/10.63931/ijchr.v7iSI.396

Keywords:

impact, KUD strategy, academic achievement, intermediate school, female students, biology

Abstract

The purpose of this study was to examine the influence of the Knowledge-Understand-Do (KUD) strategy on the academic performance of intermediate female students in biology. Preliminary observations showed that 85% of students relied on traditional teaching methods, only 15% used modern approaches, and no science teacher applied the KUD strategy. To address this gap, the researcher employed the constructivist-based KUD strategy to answer the question: What is the impact of using KUD on students’ biology achievement? A null hypothesis was formulated, positing no statistically significant differences between the experimental group, taught using KUD, and the control group, taught using traditional methods. The study sample consisted of 68 female students divided equally into two groups of 34, matched for intelligence scores, prior biology knowledge, and midterm biology achievement. A 40-item multiple-choice test was developed, validated, and tested for reliability, with the effectiveness of distractors verified. Pre- and post-tests were administered to both groups, and the data were statistically analyzed. Results revealed that the experimental group achieved significantly higher scores than the control group, indicating that the KUD strategy positively impacts academic performance. Based on these findings, the study recommends adopting the KUD strategy in biology instruction, as it aligns with modern educational theories that emphasize active student engagement, collaboration, and healthy competition. Furthermore, it suggests conducting similar studies to explore KUD’s effects on other variables such as problem-solving skills, learning attitudes, and curiosity development, highlighting its potential as an effective teaching approach in science education.

References

[1] Abu Ali. (1989). Evaluation of the mathematics textbook for secondary stage in Jordan (Unpublished master’s thesis). Yarmouk University, Irbid, Jordan.

[2] Abu Al-Raghib, H. (1994). Analysis of the content and questions of the science textbook for the sixth-grade primary school and its evaluation from the perspective of science teachers in the basic stage (Unpublished master’s thesis). Mu’tah University.

[3] Abu Halaw. (1995). Social sciences and their teaching methods. Al-Andalus Open University.

[4] Abu-Qahoos, K. A. (n.d.). The biology curriculum in Bahrain secondary school: An evaluation of the third grade. Dissertation Abstracts International, 5(1), 3198-A.

[5] Aisawi, A. R. M. (1975). The problem of evaluation in university education: Its causes and treatment methods. Journal of the Arab Universities Union, (7).

[6] Al-Ahmad. (2003). Teaching methods. Dar Al-Manahij Publishing and Distribution.

[7] Al-Ajili. (2001). The principle of educational measurement and evaluation. Ahmed Al-Dabbagh Office.

[8] Al-Dwikat. (1996). [Unpublished master’s thesis]. Yarmouk University, Irbid, Jordan.

[9] Al-Saud, J. E. (2021). Evaluation of the developed science textbook for fourth-grade primary school from the perspective of teachers. Ministry of Education, Abdali, Jordan.

[10] Al-Shibli. (2000). Curricula: Construction, evaluation, and development using models (2nd ed.). Dar Al-Amal for Publishing and Distribution.

[11] Al-Tamimi. (2000). Curriculum evaluation standards in general education in the Ministry of Education. Republic of Iraq.

[12] Ayoub. (1999). Evaluation of the physics textbook for first-grade scientific secondary school from the perspective of supervisors, teachers, and students in northern Palestine (Unpublished master’s thesis). An-Najah National University, Nablus, Palestine.

[13] Basharat. (2000). Evaluation of the chemistry textbook for first-grade scientific secondary school from the perspective of science supervisors and teachers in schools in the northern provinces of Palestine (Unpublished master’s thesis). An-Najah National University, Nablus, Palestine.

[14] Booth, I. M. (1997). Courses are for an inquiry. Dissertation Abstracts International, 58(3), 774C.

[15] Damaa. (1982). The school textbook and its suitability for the learning and teaching processes in the primary stage. Tunisia: Arab Organization for Education, Culture, and Science.

[16] Department of Physics, University of Danver. (199–). Would you believe (Artistic blunders). The Physics Teacher, 115–117.

[17] Good, L. T. (1988). Assessing potential difficulties in comprehending fourth-grade science textbook. Science Education, 65.

[18] Hamid Abdul, I. (2015). Evaluation of the content of the Principles of Science textbook for fourth-grade primary school according to TIMSS standards. Journal of Basic Education for Educational Sciences and Psychology, University of Babylon.

[19] Jamil. (2000). Fundamentals of educational curricula and their development methods. Amman, Jordan.

[20] Loveridge, A. I., & others. (197–). Preparing textbook manuscript. UNESCO.

[21] Mulhim. (2002). Measurement and evaluation in education and psychology (2nd ed.). Dar Al-Masira for Publishing, Distribution, and Printing.

[22] Mur’i. (2000). Modern educational curricula: Their concepts, elements, principles, and processes. Dar Al-Masira for Publishing and Distribution.

[23] Najmi, M., & Mursi, A. (1977). Curricula and educational tools. Educational Library.

[24] Omar. (1980). The school textbook: Its authorship and production. Dar Al-Mareekh Printing Press.

[25] Radwan. (1962). The school textbook: Its philosophy and history. Anglo-Egyptian Library.

[26] Sadeh. (1984). Social research methodologies. Dar Al-Ilm Lil-Malayin.

[27] Saif. (1996). Evaluative study of the mathematics textbook taught to ninth-grade students in Jordan.

[28] Schmidt, E. (1998). Curriculum instructions practices for students with emotional/behavioral disorders. In Successful instructions for the 21st century (Second CCBD Mini-Library Series). ERIC.

[29] UNESCO. (1970). Final report of the Third Regional Conference of Ministers of Education and Ministers Responsible for Economic Planning in Arab Countries. Marrakech, Morocco.

[30] Yousef. (1994). Evaluation of the biology textbook for the third-grade intermediate school from the perspective of teachers and students in the first Directorate of Education in Al-Rafa Governorate (Unpublished master’s thesis)

[31] Zayir. (1999). The impact of constructive therapeutic evaluation methods on the achievement and retention of Arabic language grammar rules for preparatory stage students. Ibn Rushd College of Education, University of Baghdad.