The effect of Daniel's model on the achievement of basic education students in computers and the retention of their learning effect

Abstract

The study aims to examine the impact of  Daniel model as a teaching method on the students' progress in computer science and how it helps to retain the learned information. The researcher adopts the partial justification as an experimental methodology. The sample includes two experimental groups of students from the Department of Primary School Teacher that's consisting of 55 students (male and female) and a third control group consisting of 51 students (male and female). The study includes a test of cognitive achievement in computer science, through which the researcher presents the psychometric characteristics including honesty, consistency, uniqueness , and  the ability to use alternatives. The results show that the experimental group outweighs the control group, as the t-test value is 7.707, which is greater than the tabular value of 1.98, with a degree of freedom 104 and a level of significance 0.05. The results in the learning impact variable show that the value of the t-test is 0.352, which is less than the tabular value. Meaning that, there are no statistically significant differences between the post-test and the result after two weeks. Correlation factor between the post-test and the postponed one ends with the Pearson correlation value of 35%.

There is a positive correlation between the application of the test in the two times. The researcher recommendates the application of Daniel model as a  teaching method for its effectiveness, planned lessons, and the  focus on the roles of the student in the classroom. It is suggested that other studies may examine Daniel's model in relation to other subjects to find out its effect on variables. It is also recommended that a descriptive study can be conducted to examine  teachers' involvement in the steps of the model.