The Impact of the Numbered Heads Strategy on Developing Deep Understanding Skills Among Tenth Grade Students in Palestine in Science

Abstract

The study aimed to study the impact of the numbered heads strategy in developing deep understanding skills among tenth grade students in Palestine in science. The experimental designs was used, where the sample of the study consisted of )80( students. They are selected purposive manner. The sample was divided randomly into two groups, an experimental group (40) students learned using the numbered heads strategy, and a control group (40) students learned the traditional method. To achieve the goal of the study, a test of deep understanding skills was prepared and its validity and reliability were calculated. It was applied pre- and post-test on the study sample. The results of the study showed differences between the average scores of students in the control and experimental groups on deep understanding skills test in the post-application for the benefit of the experimental group students, as well as the presence of differences between the average scores of students in the experimental group in the two applications )pre/post( on deep understanding skills test In favor of post-application and with a very large effect size, the study recommended encouraging science teachers at different stages of education to activate the numbered heads strategy in teaching science.