The Impact of a Conceptual Change Model of Instruction on Students’ Philosophical Understanding of Resurrection

Abstract

The present study was carried out to examine the impact of a conceptual change model of instruction on philosophical understanding of resurrection (Ma’ad) among male eleventh graders in Kermanshah. This quasi-experimental research had a pretest posttest control group design. The statistical population of the study comprised all male eleventh grade students in Kermanshah. For the purpose of sampling, 120 students were selected through random multi-stage cluster sampling method and were randomly assigned to four groups of 30 (two experimental and two control groups). The instrument included a self-devised questionnaire whose content validity was confirmed by experts. In addition, the reliability of the measure was computed to be 0.86 using Kuder-Richardson coefficient. The obtained data were analyzed via analysis of covariance. Results showed that a conceptual change model of instruction had a significant effect on students’ philosophical understanding of resurrection. More specifically, the effect of the pretest was significant and through the elimination of this effect, a significant difference was observed between control and experimental groups concerning philosophical understanding of resurrection.

Keywords

• instruction
• conceptual change model
• philosophical understanding of resurrection (ma’ad)
• students