The Impact of The Visual Thinking Strategy on The Acquisition And of Engineering Concepts Among First-Grade Students

Abstract

The research aimed to identify the impact of the Visual Thinking Strategy on the acquisition and reporting of engineering concepts among first-grade intermediate students. To verify the two aims of the research, the study put forth two null hypotheses that stated:

1. There was no statistically significant difference between the mean scores of students in the experimental group who studied according to the Visual Thinking Strategy and the average scores of students in the control group who studied according to the usual method of teaching in the engineering concepts acquisition test at the level of (0.05).

The researcher adopted one of the partial control designs for two equal groups with the pre-test, with the two variables being the Test of Prior Knowledge and Intelligence Test. The researcher studied the two research groups and formulated behavioral goals for the first semester on measurement and volumes, which numbered 173 goals. Additionally, the researcher prepared teaching plans that included the research topics and retested the acquisition of engineering concepts using a dimension that consisted of 48 multiple-choice items with four alternatives, with validity and reliability verified, and the difficulty coefficient, discriminatory power, and the effectiveness of wrong alternatives for the test items calculated.

After the experiment was completed, the researcher applied the post-test to the students of the two research groups to measure the acquisition of engineering concepts, then re-applied the test again after two weeks to measure the retention of the concepts. After processing the data statistically using the T-Test for two independent samples, the results showed that:

1. There was a statistically significant difference at the level (0.05) between the average scores of the students in the experimental group who studied according to the Visual Thinking Strategy and the average scores of the students in the control group who studied according to the usual method of teaching in the engineering concepts acquisition test in favor of the experimental group.

The researcher reached many conclusions, including that the Visual Thinking Strategy had an impact on increasing the acquisition and retention of engineering concepts by first-grade students. The researcher recommended several things, including the use of the Visual Thinking Strategy in teaching,