Enhancing Third-Grade Students' Academic Achievement and Scientific Attitudes through Experimental Demonstrations on Alternative Energy in Arab-Community Schools
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| Title: | Enhancing Third-Grade Students' Academic Achievement and Scientific Attitudes through Experimental Demonstrations on Alternative Energy in Arab-Community Schools |
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| Language: | English |
| Authors: | Muhamad Hugerat (ORCID |
| Source: | European Journal of Science and Mathematics Education. 2026 14(1):148-161. |
| Availability: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Junior High Schools Middle Schools Secondary Education Grade 10 High Schools |
| Descriptors: | Grade 3, Elementary School Students, Academic Achievement, Scientific Attitudes, Science Experiments, Energy, Hands on Science, Demonstration Programs, Arabs, Community Schools, Foreign Countries, Middle School Students, Grade 10, Program Effectiveness |
| Geographic Terms: | Israel |
| ISSN: | 2301-251X |
| Abstract: | This study investigates the impact of experimental demonstrations on the academic achievement, conceptual understanding, and attitudes toward science of third-grade students, with a focus on alternative energy topics. Conducted in an Arab-community middle school in Northern Israel, the research involved 120 students, divided equally into an experimental group (n = 60) and a control group (n = 60). The experimental group received instruction through hands-on demonstrations related to solar, wind, hydropower, biomass, and geothermal energy, while the control group was taught using traditional methods. Employing a mixed-methods design, data were collected through academic tests, attitudinal questionnaires, and semi-structured interviews. The results showed that students in the experimental group achieved significantly higher post-intervention scores (mean [M] = 82.62, standard deviation [SD] = 12.93) compared to the control group (M = 71.28, SD = 15.06), with a statistically significant difference (t [118] = -2.58, p < 0.01). Additionally, the experimental group demonstrated a significantly greater understanding of alternative energy concepts (M = 3.27, SD = 0.42) than the control group (M = 2.82, SD = 0.53), (t [58] = -3.42, p < 0.001). Attitudinal measures also favored the experimental group (M = 3.34, SD = 0.44) over the control group (M = 3.09, SD = 0.64), with a significant difference (t [118] = -2.12, p < 0.05). These results advocate for integrating demonstration-based teaching to enhance science education outcomes, particularly in sustainability topics. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500535 |
| Database: | ERIC |
| Abstract: | This study investigates the impact of experimental demonstrations on the academic achievement, conceptual understanding, and attitudes toward science of third-grade students, with a focus on alternative energy topics. Conducted in an Arab-community middle school in Northern Israel, the research involved 120 students, divided equally into an experimental group (n = 60) and a control group (n = 60). The experimental group received instruction through hands-on demonstrations related to solar, wind, hydropower, biomass, and geothermal energy, while the control group was taught using traditional methods. Employing a mixed-methods design, data were collected through academic tests, attitudinal questionnaires, and semi-structured interviews. The results showed that students in the experimental group achieved significantly higher post-intervention scores (mean [M] = 82.62, standard deviation [SD] = 12.93) compared to the control group (M = 71.28, SD = 15.06), with a statistically significant difference (t [118] = -2.58, p < 0.01). Additionally, the experimental group demonstrated a significantly greater understanding of alternative energy concepts (M = 3.27, SD = 0.42) than the control group (M = 2.82, SD = 0.53), (t [58] = -3.42, p < 0.001). Attitudinal measures also favored the experimental group (M = 3.34, SD = 0.44) over the control group (M = 3.09, SD = 0.64), with a significant difference (t [118] = -2.12, p < 0.05). These results advocate for integrating demonstration-based teaching to enhance science education outcomes, particularly in sustainability topics. |
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| ISSN: | 2301-251X |
