The Effect of Employing Integrated Education on the Academic Achievement of Physics for Fourth-Year Scientific Female Students

Abstract

The current research aims to identify the effect of employing integrated education on the academic achievement of physics for fourth-year scientific female students, by verifying the hypothesis that states there are no statistically significant differences at the significance level (0.05) between the average scores of the female students of the experimental group who study according to integrated education and the average scores of the female students who study according to the traditional method in the achievement test of physics object. The researcher adopted the experiential curriculum due to its suitability to the research objectives. The research sample consisted of fourth-year scientific female students for the academic year 2023-2024. The research sample comprised 30 female students for the experimental group and 30 female students for the control group. The equivalence between the two groups has been done in terms of age in months, previous achievement, and intelligence of those who are studying the same physics subject. To achieve the research aims, the researcher developed the research instrument (test). The test consists of 40 multiple-choice items to measure the achievement of the physics subject. After the end of the experiment, the data was processed using the statistical package SPSS. The results of the study were in favor of the experimental group in terms of its superiority over the control group in academic achievement in physics