The Impact of Using Hayes Problem Solving Method on Improving the Ethical Intelligence and Academic Achievement of Female 6th graders in the Science Course at the schools in Makkah, Saudi Arabia

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 comprised a total of 84 female students. The first

experimental group had 28 students who studied the “Experimentation Unit”

in the science syllabus using the Hayes Problem Solving Method. The second

experimental group was had 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 had 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.