The Effectiveness of Fink's Model In the Achievement of Educational Sociology Subject among Students of the College of Education

Abstract

The study aimed to identify the effectiveness of Fink's Model in the achievement of the Educational Sociology course among students of the College of Education.

To achieve this objective, the researchers formulated the following null hypothesis:

There is no statistically significant difference at the significance level of (0.05) between the mean scores of the experimental group students who study Educational Sociology according to Fink's Model and the mean scores of the control group students who study the same subject using the traditional method in the achievement test.

The researchers used the quasi-experimental method with two groups: an experimental group taught using Fink's Model, and a control group taught using the traditional method. Both groups were subjected to the achievement test.

The research population consisted of students from Wasit University / College of Education in Wasit Governorate for the academic year (2024–2025). The sample was intentionally selected from the Department of Educational and Psychological Sciences / First-Year Students. Section (A) was randomly chosen to represent the experimental group, which was taught using Fink’s Model, while Section (B) represented the control group, which was taught using the traditional method. The total sample consisted of 59 students in the experimental group and 61 students in the control group.

The researcher equalized both groups based on several variables, Including: chronological age (in months) and intelligence level. The study requirements were prepared by selecting the first semester for applying the experiment, and specifying the course content (chapters one and two) according to the syllabus of the Educational Sociology course. A total of 88 behavioral objectives were defined. The researchers developed and implemented 15 lesson plans for each group during the experiment period.

The research tool consisted of an achievement test developd by the researchers to measure students’ academic achievement. The test comprised 40 multiple-choice items, distributed according to Bloom’s cognitive levels: (knowledge, comprehension, application, analysis, synthesis, and evaluation). The validity and reliability of the test were verified, and item analysis was conducted, including indices of difficulty, discrimination, and effectiveness of distractors.

The experiment was Implemented by the researchers through actual teaching of the two groups, starting on Thursday, 14/11/2024, and ending on Thursday, 27/2/2025. Using the SPSS statistical software, the results revealed the following:

There was a statistically significant difference between the experimental and control groups in the achievement test, in favor of the experimental group.