Abstract
The purpose of this study is to find out the effects of teaching the unite “Granular Structure of Substances” using a four-stage life-based teaching model on students’ academic achievement and the retention of learning. The study employed a pretest-posttest randomized control group design. It surveyed a total of 52 6th-grade students attending a selected middle school. 24 students were included in the experimental group and 28 in the control group. The study used an “Achievement Test on the Granular Structure of Substances” consisting of 31 items as a data collection tool to measure the achievements of the main acquisitions and concepts covered in the unite “Granular Structure of Substances”. Independent samples t-test and dependent samples t-test were used in in the data analysis. The research results indicated that teaching activities prepared using the four-stage life-based learning model concerning the determined subject were influential on students’ academic achievement and the retention of learning. In addition, the four-stage life-based teaching model was found to be more successful in enhancing academic achievement and the retention of learning compared to the traditional approach to teaching. Article visualizations:
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