the Rapid Response Strategy in visual thinking among second-grade intermediate students in physics

Abstract

Abstract

The study aims to investigate the effectiveness of the Rapid Response Strategy in visual thinking among second-grade intermediate students in physics. To achieve this objective, the following null hypothesis was formulated:

(There is no statistically significant difference at the significance level of 0.05 between the mean scores of the experimental group students, who studied physics using the Rapid Response Strategy, and the mean scores of the control group students, who studied the same subject using the conventional method, in visual thinking).

The study adopted a quasi-experimental design with two independent groups. The research sample consisted of (60) second-grade intermediate students, with (30) students in the experimental group and (30) students in the control group, from Hussein Al-Ghazi Intermediate School for Boys, affiliated with the General Directorate of Education in Dhi Qar Governorate / Al-Rifai Education Department, during the first semester of the academic year 2024-2025).)

To ensure equivalence between the two groups, the researcher controlled for several variables, including (chronological age in months, intelligence test scores, prior knowledge test scores, and prior achievement in physics)

The scientific material was determined to include four chapters from the second-grade physics textbook: (Motion, Laws of Motion, Work, Power, and Energy, and Simple Machines). The behavioral objectives for these chapters were formulated, totaling (149) behavioral objectives. Additionally, the researcher developed *(40) lesson plans—(20) for each group—which were reviewed by a panel of experts to ensure their validity and suitability for second-grade intermediate students.

The researcher personally taught both groups during the experiment, which commenced on (October 8,  . ( 2024

Regarding the research instrument, the researcher developed a visual thinking test consisting of (20 ) items. The validity, reliability, difficulty index, discrimination index, and the effectiveness of distractors were all measured for this test.

The results revealed that students in the experimental group, who were taught using the Rapid Response Strategy, outperformed those in the control group, who were taught using the traditional method, in the visual thinking test.

Based on these findings, the researcher provided several recommendations, including the necessity for physics teachers at the intermediate level to adopt modern teaching strategies and for the Directorate of Training and Development to conduct training courses to enhance the skills of physics teachers.

The researcher also suggested the following:

Implementing the Rapid Response Strategy in other educational stages and different subjects.