The Effectiveness of Using the Generative Learning Model in Developing Achievement, Retention and Attitude towards the Sciences Subject of Female Intermediate School Students in Taif City: فاعلية استخدام نموذج التعلم التوليدي في تنمية التحصيل وبقاء أثر التعلم والاتجاه نحو مادة العلوم لدى طالبات المرحلة المتوسطة بمدينة الطائف

The research aimed to investigate the effectiveness of using the generative learning model in sciences teaching on developing achievement, retention of learning and attitude towards the course of female intermediate school students, To achieve this goal, The study followed the semi- experimental approaches, the symbol consisted of (84) students from Al- Sail Al- Sageer intermediate school in Taif , (42) students in the experimental group who studied using the generative learning model and (42) students in the control group studied in the usual way, The researcher prepared the teacher’s guide ,and the activity booklet, then built the scholastic achievement test and the attitude scale towards sciences, The data were statistically processed. The results of the study showed that there was a statistically significant differences at the level of (α ≤ 0.05) between the mean scores for both of the students' groups; in the post- application of the scholastic achievement test; the experimental group got the total mean (20.64 out of 30) while the control group got the total mean (15.29), in the delayed application of the scholastic achievement test; the experimental group got the total mean (20.4 out of 30) while the control group got the total mean (11.48), in the post- application of the attitude scale towards sciences; the experimental group got the total mean (141.90 out of 160) while the control group got the total mean (120.60), all the differences are statistically significant for the interest of the experimental group. The effect size of the generative learning model on the scholastic achievement (0.27) and the attitude towards sciences (0.19) was big. The researcher recommended some recommendations, That could contribute to the development and enrichment of science education.

Gender Difference in the Scholastic Achievement Test (SAT) among School Adolescents

The paper examined gender difference in the Scholastic Achievement Test (SAT) among senior secondary school adolescents using the physical science of physics in three (3) separate papers. The paper attempted to ascertain whether gender difference accounts for the score differential observed in the Scholastic Achievement Test (SAT). The study adopted a field experiment and a sample size of 410 respondents consisting of 208 males and 202 females respectively. The correlation matrix of the three (3) papers was performed and the two (2) hypotheses were tested with the quintessential Multivariate Analysis of Variance (MANOVA) at 0.05 level of significance. The results showed that the gap between males and females widened from one paper to the other with males performing better than females in physics. It was therefore recommended that some motivational strategies should be adopted to stir up female adolescents in physics and other physical sciences as a way of enhancing their career prospects in science-related disciplines.

Feisty Females: Using Children's Literature with Strong Female Characters

Girls enter school more mathematics ready than boys. By the time they graduate from high school, however, females have been outdistanced by males in the number of higher-level mathematics courses taken and in the results of crucial tests, such as the mathematics portion of the Scholastic Achievement Test (American Association of University Women 1991). They are also much less likely to pursue majors and careers that relate to mathematics.

A Comparison between the Neale Analysis of Reading Ability and the South African Scholastic Achievement Test

Two tests of reading ability, the Neale Analysis of Reading Ability and the South African Scholastic Achievement Test, were psychometrically compared. Both tests were administered to a group of reading disabled children and a statistical analysis of the results was undertaken. The correlation between the tests was found to be high, and a high degree of internal consistency was demonstrated for the Scholastic Achievement Test. These findings indicate that unless there is a special reason for using a relatively old test, and one which has not been standardized on a South African population, the South African Scholastic Achievement Test should be selected.