Methods of Teaching Mathematics

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Browsing Methods of Teaching Mathematics by Author "Anya Maher Ahmed Hazim"

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    The Effect of Using Guided Discovery with Instructional Aids in Achievement Retention and Transfer for Basic Eight Graders in Mathematics in Qalqilia Governorate
    (2009) Anya Maher Ahmed Hazim; Dr. Salah El-Din Yaseen
    This study aimed to address the impact of the use of the Guided Discovery Strategy with Instructional Aids on the achievement, retention and transfer of learning effect for the students of the Primary Eighth Grade in Qalqilya through answering the following question: Are there any statistically significant differences between the achievement of students in the geometry unit in the post-tests, the transfer of the learning effect and retention that can be attributed to the teaching strategy? To answer the study's questions and test its hypothesis, the study's tools were applied to a sample that consisted of (132) students in the primary eighth grade at the governmental schools of the Education Directorate in Qalqilya for the first semester (2010 / 2011). Two girls’ schools were selected intentionally to achieve the goal of the study. Two classes in each school were chosen to form the experimental group whose members were (66) students which studied a training material prepared by the researcher herself to identify the impact of the use of the Guided Discovery Approach with instructional aides. The material included concepts of the geometry unit from the mathematics book. The research used educational means which she prepared that included geometric models, Power Point slides, a projector, colored transparencies, LCD monitor, a number of work papers that are attractively prepared that are given to students at the end of each lesson of the unit. The other two classes studied the mathematical content using the traditional approach and their number was (66) students as well. The researcher used a pre-test to measure the degree of equivalence between the four groups which was approved to be true. The reliability coefficient was calculated using the Kuder Richardson Formula (21) and its value was (0.90). The learning transfer test was also measured and approved; its reliability coefficient was also calculated using the Cronbach's Alpha whose value was (.856). The researcher also applied the achievement post-test on the two groups of the study immediately after finishing the activities of the training material. This test was approved to be true; its reliability coefficient was calculated using the Kuder Richardson Formula (21) and its value was (.897). The retention test was applied (20) days after the conclusion of the post-test implementation in order to identify the impact of the guided discovery strategy with instructional aides on the students' ability to retain some mathematical concepts included in the geometry material. The paragraphs of this material were the same as those of the achievement post-test. The data was analyzed using the (T) test for two separate groups for the first three hypotheses and the analyses showed the following results on the Significance Level α = (0.05): - There are statistically significant differences between the mean responses of the students who were taught using the guided discovery strategy (the Experimental Group), and the mean responses of the students who were taught using the traditional method (the Control Group) on the achievement post-tests, the transfer of learning effect, and retention of the geometry unit of the Mathematics curriculum for the basic eighth grade. The results were in favor of the experimental group which adopted the guided discovery strategy using instructional aides. Building on the study's results and significance, the researcher recommends conducting more similar studies and research depending on the guided discovery strategy with instructional aids in order to measure the levels of achievement, retention and the transfer of learning effect depending on multiple samples for the different basic and high learning stages for the school mathematics curriculum The concerned bodies at the Ministry of Education and Higher Education must include the guided discovery strategy with instructional aides into the Teacher's Guide Book of the new curriculum to create some sort of variation in teaching methods and encourage teachers to produce and use various instructional means that are required to apply the guided discovery strategy with instructional aids in mathematics.