The Effectiveness of Using the Visual-Spatial Approach to Teach Physics on Developing Reflection Skills for Grade Ten Female Students, Al-Shamayatain District, Taiz Governorate

Abstract

The aim of this study was to identify the effectiveness of using the Visual-Spatial Approach (VSA) to teach physics and its effect on reflection skills of Grade 10 female students, Al-Shamayatain District, Taiz Governorate. To achieve the aims of this study and according to the VSA, the researchers prepared a guide to teach two units from the book of Physics of Grade 10 which are “Thermometry” and “The Effect of Heat on Objects”. To examine the students’ reflection skills, the researchers prepared a test consisting of 24 multiple choice items; the test was checked for its validity and reliability. The test was administered to a purposive sample of 85 students at Al-Khair School, Aza’iz village. The students were divided into two groups: the experimental group which consisted of 42 students and the control group which consisted of 43 students. The participants of the experimental group were taught the two units using the VSA, whereas the participants of the control group were taught the same units using the traditional method. The results showed that there were significant statistical differences at the level (α = 0.05) between the average scores of the two groups, in favor of the experimental group. This indicated that the VSA approach has an effect on reflection skills compared to the traditional one. Furthermore, the results showed that there were significant statistical differences between the average results of pre and posttests, in favor of the post test administered to the experimental group. Based on these results, it is recommended that the Visual-Spatial Approach be used to teach physics for secondary school students. It is also advised that Physics’ teachers should be trained to use this approach in teaching.

Keywords: Visual-spatial approach, Teaching of physics, Reflection skills.