The effect of using some strategies in light of the principles of TRIZ theory in developing classification and decision-making skills among first-year secondary school students in biology

Abstract

This study aimed at discovering some of the strategies in light of the principles of the (TRIZ) theory in developing the classification skills and the decision-making skill of the Secondary First Grade students in Biology. The researcher used the quasi-experimental approach of the (pre-test/post-test) two- groups design. The sample of the study consisted of (60) students from the Al-Baihani Model Secondary School First Grade students in Aden for the Second Term of the school year 2019/2020. They were distributed into two groups: the experimental group consisted of (30) students and the control group consisted of (30) students. To achieve the objectives of the study, the researcher used the test as a study instrument to measure the level of developing the classification skills and the decision-making skill in the Excretion Unit of the Biology textbook for the First Grade Secondary School students. The findings of the study are:

• There are statistically significant differences at a significant level (0.05) between the mean scores of the experimental group students in the pre-post test measurements of testing the general classification skill and the decision-making skill and it is for the post measurement which is attributed to the use of some of the (TRIZ) strategies.
• There are statistically significant differences at a significant level (0.05) between the mean scores of the students of the experimental and control groups in the post-test measurement of testing the general classification skill and it is for the experimental group which is attributed to the use of strategies in light of the principles of the (TRIZ) theory.
• There are statistically significant differences at a significant level (0.05) between the mean scores of the experimental group students in the pre-and-post test measurements in testing defining the specifications skill and defining the differences and the ability to distinguish skill and it is for the post-test measurement which is attributed to the use of strategies in light of the principles of the (TRIZ) theory. There is an improvement in the level of defining the similarities skill of the experimental students group in which the mean of the post-test measurement is greater than the pre-test measurement. However, the difference is not statistically significant at a significant level (0.05).
• There are statistically significant differences at a significant level (0.05) between the mean scores of the students of the experimental and control groups in the post-test measurement of testing the decision-making skill and it is for the experimental group which is attributed to the use of some of the strategies in light of the principles of the( TRIZ) theory.

The researcher recommends to benefit from the findings of this study and to employ the strategies of the( TRIZ ) theory in developing the classification skills and the decision-making skill for the secondary school students.