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فاعلية التدريس في دورة التعلم السباعية (7E'S) في التفكير الابتكاري والدافعية لدى طالبات الصف الاول المتوسط في مادة الرياضيات == The Effectiveness Of The Seventh Learning Cycle Model ( 7E'S) - In Creative Thinking And Motivation Of First Level Students In The Intermediate Female Grade In Mathematics

Author name: سارة ناطق عدنان
Supervisor name: منى طه امين الحيدري
General topic: Educational Sciences
Specific topic: Methods of Teaching Mathematics
Degree: Master
University: University of Baghdad - Faculty Of Basic Education - Department Of Educational And Psychological Sciences
Language: Arabic
University location: Baghdad
First pages:
Abstract: هدف البحث الحالي الى معرفة : ( فاعلية التدريس في دورة التعلم السباعية(7E'S) في التفكير الابتكاري والدافعية لدى طالبات الصف الاول المتوسط في مادة الرياضيات ) ومن اجل تحقيق هدف البحث صيغت الفرضيات الاتية : - 1 - (لايوجد فرق ذو دلالة احصائية عند مستوى دلالة (0.0 | The present research aims at knowing : (The effectiveness of teaching in the sevenfold course on creative thinking and motivation of the first intermediate female students in mathematics) In order to achieve the goal of the present research, the following hypotheses are formulated : 1 - There are no significant statistical differences at the level (0.05) between the averages grades of the female students who study according to the strategy of (the sevenfold course) and the grades of students according to the traditional method in the test of the creative thinking.2 - There are no significant statistical differences at the level (0.05) between the averages grades of the female students who study according to the strategy of (the sevenfold course) and the grades of students according to the traditional method in the scale of the motivation towards mathematics. The sample of the test consist of (60) female students distributed on two groups, namely, the experimental group which consists of (30) students and the controlled one which consists of (30) students. The experimental group has been taught according to the strategy of the learning course which consists of seven stages whereas the controlled group has been taught according to the traditional way of teaching. The two groups of the research have been equalized according to the following variables : (the previous achievement in mathematics, intelligence, age, the past experience, the educational achievement of the parents and the motivation for learning mathematics (pre - test). The researcher has prepared the test of creative thinking which consists of (25) items in the article form. The validity of the scale has been ascertained and the reliability also has been ascertained, it is (0.987). The researcher has adopted the scale of Al - zoo (1999) about motivation toward learning mathematics which consists of (36) items. The scale has been exposed to a number of experts and specialized person to know its validity and its appropriateness for the purpose that it measures. The whole items have been kept after re - formulating some of them. However, the validity and the reliability of the scale have been found. The experiment has been applied in the second term, in the academic year (2013L2014) where the experimental group has been taught the chapters that are prepared for the experiment according to the strategy of the learning course of the seven stages. The controlled group has been taught according to the traditional group. After ending the experiment, the scales of the creative thinking and motivation have been applied on the two groups of the research. The data has been treated by using (t - test) for two independent samples and the t - test for two related samples and by using Pearson coefficient correlation and other statistical methods. The results show the following : 1 - There are statistically significant differences between the averages of students' grades of experimental and controlled groups in the test of creative thinking as a whole and in all its capabilities for the benefit of the experimental group.2 - There are statistically significant differences between the averages of students' grades of experimental and controlled groups in the scale of motivation towards learning mathematics (post - test) for the benefit of the experimental group.In the light of the previous results, the researcher has recommended the following : 1 - Putting interest in the modern teaching methods including the strategy of the sevenfold - course because it is an effective strategy in teaching mathematics.2 - Encouraging teachers to be interested in teaching types of thinking as it is a mental activity helps in transferring learning for application in the practical life.3 - Putting some mathematical subjects that help the development of the creative thinking in a better way in all the academic stages.4 - Preparing a training program for teachers during their services for training them on the how to use the structured theoretical strategies in teaching mathematics helping on developing creative thinking in mathematics in a better way from kindergarten till higher studies. The researcher has suggested a number of future studies : 1 - Conducting a study aiming at knowing the effectiveness of the sevenfold - course on the other academic stages.2 - Conducting a similar study with other variables that are not included in this study such as, the critical thinking or the scientific thinking or other behavioral variables like trends and tendencies towards mathematics.3 - Conducting a study involves knowing the effect of motivation as an dependent variable on some strategies of the structural theory
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