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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
Language: English
Authors: Muhamad Hugerat (ORCID 0009-0003-8455-5256), Monaea Lafi (ORCID 0009-0009-9045-6469), Sare Asli (ORCID 0000-0002-3754-4613)
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
FullText Text:
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  Data: Enhancing Third-Grade Students&#39; Academic Achievement and Scientific Attitudes through Experimental Demonstrations on Alternative Energy in Arab-Community Schools
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  Data: 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 &lt; 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 &lt; 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 &lt; 0.05). These results advocate for integrating demonstration-based teaching to enhance science education outcomes, particularly in sustainability topics.
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  Data: 2026
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 148
    Subjects:
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Scientific Attitudes
        Type: general
      – SubjectFull: Science Experiments
        Type: general
      – SubjectFull: Energy
        Type: general
      – SubjectFull: Hands on Science
        Type: general
      – SubjectFull: Demonstration Programs
        Type: general
      – SubjectFull: Arabs
        Type: general
      – SubjectFull: Community Schools
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Israel
        Type: general
    Titles:
      – TitleFull: Enhancing Third-Grade Students' Academic Achievement and Scientific Attitudes through Experimental Demonstrations on Alternative Energy in Arab-Community Schools
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