The Impact of The Global Café Strategy on Fourth Year Middle School Students in Physics for a Deep Understanding

Abstract

Since it aims to find out (the impact of the global cafe strategy on fourth-year high school students in physics and their in-depth understanding), to verify this, the researcher developed the following null hypothesis: (there is no statistically significant difference at the level (0.05) between the mean scores of female students in fourth-year high schools who will study physics according to the global cafe strategy and the mean scores of female students who will study the same subject according to the general method in the in-depth understanding test.) Therefore, the experimental method was used, and the tool used by the researcher was for the in-depth understanding test, the test consisted of (24) items between objective and essay items, division (a) was chosen to represent the experimental group and division (d) was chosen to represent the control group. Both groups were selected randomly. In addition, there was parity between the two research groups (in terms of chronological age calculated in months, and previous achievements for the academic year (2022-2023) for the third-year high school in physics, previous information test, intelligence test (otis-lenyon) and in-depth understanding test). The most important result achieved is (the existence of a statistically significant difference at the level (0.05) between the average scores of female students from the experimental group who studied physics according to the global cafe strategy, and the average scores of female students from the control group who studied the same subject in the usual way in the in-depth understanding test in favor of the experimental group and based on the above. As a result, the researcher produced K sets of conclusions and recommendations, and the data were statistically processed using the ft test for two independent samples. Its validity and reliability were statistically verified.