Abstract

Objectives: This study aims at finding the efficacy of using REACT strategy (as a context-based teaching method) in developing Omani female students’ acheivement and science and engenineering practices. Methods: The quasi-experimental method was adopted by purposefully selecting a school in Muscat Governorate. Subsequently, two classes within the school were randomly chosen, with one representing the control group and the other representing the experimental group. An achievement test and an observation card were administered to both groups before and after the intervention. Results: Results showed a statistically significant difference in favor of experimental group in both science and engineering practices and science achievement. Conclusions: The study recommended conducting pre- and in-service training sessions on using REACT strategy and other modes of teaching strategies based on context and enhancing science curriculum with more science and engineering practices, and tachling other variables in doing further research on context-based strategies.