The effect of the concept circles strategy on mathematics achievement and innovative thinking among middle school students

Abstract

The current research aims to identify the effect of using the concept circles strategy on the achievement of mathematics and innovative thinking for first-grade intermediate students. The research sample consisted of (60) female students, They were divided into two groups, so the number of members of the experimental and control groups reached (30) female students. The researcher conducted the equivalence between them in the variables of previous knowledge, previous achievement, and chronological age. An achievement test of (30) items was prepared, and after it was presented to a group of arbitrators, its validity was verified, and it reached (84%). By using the retest method, the reliability was verified, and the reliability coefficient was (80%). A test of innovative thinking was prepared with (20) items, and its validity was (80%) and its stability was (85%). The results showed that the difference between the two groups is in favor of the experimental group that used the concept circles strategy in achievement compared to the one that used the usual teaching method in teaching and in the innovative thinking test. Thus, the hypotheses are rejected because there are statistically significant differences in favor of the experimental group members.