Effect of Using the Hayes Problem Solving Method in Improving Ethical Intelligence and Academic Achievement of a Sample of Female Six-Grade Science Students in Makkah

By

Dr. Khadija Mohammed Said Abdullah Jan

Associate Professor of Curricula and Teaching Methodologies

Faculty of Education

Umm Al-Qura University

Abstract

        This study aimed to identify the effect of using the Hayes Problem Solving Method in Improving ethical intelligence and academic achievement of a sample of female six-grade science students in Makkah, Saudi Arabia. The researcher used the semi-experimental approach to study this effect. The random study sample was comprised a total of 84 female students. The first experimental group was 28 students who studied the “Experimentation Unit” in the science syllabus using the Hayes Problem Solving Method. The second experimental group was also 28 students who studied the same science syllabus using the Hayes Problem Solving Method as well as the traditional methods prescribed for some of the topics. The control group was also 28 students who studied the same science syllabus topics taught to the experimental groups using only the traditional methods prescribed for the syllabus. The study lasted for seven weeks, three lessons per week. At the end of the study and after appropriate statistical analysis of data, the researcher reached the following results:

1. There are statistically significant differences at (0.05) between the average score ranks of the first experimental group who studied using the Hayes Problem Solving Method, and the control group in all three aspects of the achievement test (memory, comprehension, application). The total score showed growth in ethical intelligence in favor of the first experimental group.
2. There are statistically significant differences at (0.05) between the average score ranks of the second experimental group who studied using a combination of the Hayes Problem Solving Method as well as the traditional methods prescribed for some of the topics, and the control group in all three aspects of the achievement test (memory, comprehension, application). The total score showed growth in ethical intelligence in favor of the second experimental group.
3. There are statistically significant differences at (0.05) between the average score ranks of the first experimental group and the second experimental group in regards to ethical intelligence in favor of the second experimental group.
4. There are no statistically significant differences at (0.05) between the average score ranks of the first experimental group and the second experimental group in regards to all three aspects of the achievement test (memory, comprehension, application) as well as the total overall score.

         Based on these results, the researcher highlights the significance of using the problem-solving method by female science teachers due to its positive effect on the academic growth of achievement as well as helping students to activate and use their ethical intelligence.