The Effectiveness of Enriching a Physics Unit with Some Nanotechnology Concepts on the Achievement of Second Grade Secondary School Female Students

Abstract

#The current research aims to identify the effectiveness of enriching a physics unit with some nanotechnology concepts on the achievement of second-grade female students. To achieve this objective, a descriptive-analytical method and a quasi-experimental design with two independent groups were used. The pre-test and post-test measurements were administered to the experimental group to assess their achievement in nanotechnology concepts, using a research tool called the Nanotechnology Concepts Achievement Test. The experiment was conducted on a sample of 34 students from the second grade in Al-Nadra city, after ensuring the validity and reliability of the test. Statistical methods such as means, standard deviations, independent samples t-test, eta-squared (η2) to calculate effect size, and Black's gain ratio equation were employed to analyze the data.

The results showed statistically significant differences at a significance level of (0.05 ≥ α) between the mean scores of the experimental and control groups in the post-test measurement of certain cognitive aspects related to the unit of periodic motion in physics, influenced by some nanotechnology concepts, in favor of the experimental group. There was also a significant and scientifically meaningful effect size attributed to the effectiveness of the enrichment process.

Furthermore, the results indicated that the enrichment material did not achieve an acceptable effectiveness in terms of the acquisition of certain cognitive aspects related to the unit of periodic motion in physics, influenced by some nanotechnology concepts, as measured by Black's gain ratio. This can be attributed to students' interaction with learning nanotechnology concepts included in the enrichment material and the novelty of nanotechnology concepts.

The researchers recommended the inclusion of nanotechnology concepts in the curricula of secondary education, specifically in the science disciplines (physics, biology, chemistry). They also suggested a review, evaluation, and development of these curricula in light of nanotechnology concepts.