The effect of a proposed strategy in thinking on the achievement and deductive thinking of first-grade students in middle school in mathematics.

Abstract

The aim of the research is to know the effect of a proposed strategy in thinking on the achievement and deductive thinking of first-grade students in middle school in mathematics. To achieve the goal, the following two null hypotheses were developed:

1. There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who study according to the proposed strategy and the scores of the control group students who study according to the usual method in the achievement test for mathematics.


2. There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who study according to a proposed strategy and the scores of the control group students who will study according to the usual method in the deductive thinking test. The research sample was chosen from the students of the first intermediate grade in the Moaz bin Jabal Intermediate School for Boys affiliated to the General Directorate of Education in Baghdad / Al-Karkh II for the second semester (the second course) for the year (2015-2016) AD. It consisted of (57) students, and by random assignment, section (B) was chosen to represent the experimental group with (31) students, and section (C) to represent the control group with (26) students. The two groups were rewarded in the variables (previous achievement in mathematics, previous mathematical knowledge). The researcher prepared (40) a teaching plan of (20) according to a proposed strategy of thinking for the students of the experimental group, and the same number according to the usual method for the students of the control group.To measure the students’ achievement, the researcher prepared a test consisting of (30) test items of the multiple-choice type with four alternatives. The values ​​of (t-test for two independent samples, Kewder-Richardson equation-21 and Class equation to calculate the size of the effect), the results showed the following:-

1- There is a statistically significant difference at the significance level (0.05) between the mean scores of the experimental group students who studied according to the proposed strategy and the scores of the control group students who studied according to the usual method in the achievement test, and in favor of the experimental group students.

2- There is a statistically significant difference at the significance level (0.05) between the mean scores of the experimental group students who studied according to the proposed strategy and the scores of the control group students who studied according to the usual method in the deductive thinking  test, in favor of the experimental group students.

In light of the research results, a number of conclusions were presented and a number of appropriate recommendations and proposals were formulated.