The effect of Dunn Dunn model on students’ achievement in Geography course

Abstract

The study seeks to investigate the effect of Dunn Dunn learning style model on students’ achievement. Besides, the way of developing students’ deductive thinking by testing the null hypothesis: there is no significant difference between experimental group who takes Dunn Dunn model as style in studying geography and control group that follows a traditional method in studying geography at the level of (0,05). Additionally, there is no significant difference between experimental group who takes Dunn Dunn model as style in studying geography and control group that follows a traditional method in studying geography at the level of (0,05) on testing developing deductive thinking skills. The researcher adopted a quasi-experimental posttest approach. The sample comprised (60) female students who were chosen purposefully from Al-Nasr secondary school for female at Al-karkh side in Baghdad city for the academic year (2015-2016). To collect study data, the researcher has designed two scales: post achievement scale which consisted of (32) items and deductive thinking scale composed of (30) items. Moreover, (52) teaching plans were designed to carry out the study. The results revealed that the experimental group showed a high-mean level than control group.