Methods of Teaching Mathematics

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Abstraction Processes of Grade 9 students in modelling activities(A qualitative research)
(2014) Hisham Ahmed Hashem Bani Matar; Dr. Wajeeh Daher
This study integrates activities that begin from real life situations related to the angles topic for grade 9 students. Students engaged in these activities are expected to elicit mathematical models out of the real life situations, here with the help of technology, namely GeoGebra. Using the Abstraction in Context (AiC) theoretical model, students’ learning processes of the circle topic were analyzed. More specifically, the current research attempted to answer the question: what are the characteristics of the abstraction processes that grade 9 students perform when they are engaged in carrying out modelling activities in the circle topic with the help of technology? The researcher built a learning unit that included modelling activities related to the circle topic and fit grade 9 students. Three groups of grade 9 students carried out the activities with the help of GeoGebra. The students’ work was videoed, coded and then analyzed using the Abstraction in Context model. The results of the research indicate that the participating students succeeded to abstract the circle concepts (for example the inscribed and the central angles) and relations (the central angle is twice the inscribed angle) by carrying out modelling activities with GeoGebra. Doing so, the students went through the four stages of AiC model (need, recognizing, building with, constructing and consolidating). The research results indicate that modelling activities carried out with the help of technology help students arrive at the abstraction of mathematical concepts, so it is recommended to integrate such activities in the mathematics classroom, especially in geometry lessons. Carrying out these activities in groups, student collaborate to overcome the difficulties of such activities, so group work is recommended when carrying out modelling activities. The technology also helped the participating student to carry out the modelling activities and arrive at the geometric concepts and relations, so it is recommended that technology be integrated in modelling activities to facilitate students’ work. Furthermore, it is recommended that future qualitative researches be conducted, using AiC model to verify students’ abstraction processes with technology in other mathematical topics.
Analysis of Tenth Graders Errors and the Relation between their Acquisition of the Basic Skills and their Ability to Solve the Mathematical Equations in the Basic Grade
(1999) Ahmad Bashir Ahmad Dababat; Dr. Salah -Eddin Yaseen
This study aimed at analyzing and classifying the errors made by the tenth graders in solving the mathematical equations, acknowledging the extent of their Acquisition of the basic skills, and knowing their ability to solve mathematical Equations, investigating the relationship between the extent of their acquisition Of the basic skills and their ability to solve the mathematical equations, and investigation the differences between the basic mathematical skills test and the mathematical equations solving test for pupils, males and females. To achieve the foregoing objectives, this study aimed at answering the following Questions: 1.To what extent do the tenth graders acquire the basic skills available in their curricula? 2.To what extent are the tenth graders able to solve the mathematical equations available in their curricula? 3.What type of errors do the tenth graders make while solving the mathematical Equations and the degree of each types availability? 4.Is there relationship between the tenth graders ability in solving the Mathematical equations and the extent of their acquisition of the basic skills Available in the basic grade curriculum? 5.Are there differences in the achievement of the tenth graders in the basic skills and mathematical questions solving tests due to the variable of sex? 6.Are there differences between the basic skill tests available in the basic grade and solving the mathematical equations among pupils? 7.Are there differences between the basic skill tests available in the basic grade and solving the mathematical equations among males? 8.Are there differences between the basic skills available in the basic grade and solving the mathematical equations among females? The population consisted of the tenth graders in the schools of Tubas City under the ministry of education. The sample consisted of (293) pupils,(l30) males and(l63) females. The sample was intentionally selected among the tenth grader sections in the schools of Jenin directorate. (293)pupils,(l30)males and(l63)females. The sample was intentionally selected among the tenth grader sections in the schools of Jenin directorate. In order to answer the questions of this study, the researcher prepared two tests: one measures the extent of the pupils acquisition of the basic skills available in the curriculum of the basic grade , and another that measures the extent of their ability to solve the mathematical equations linked to that grade. The validity of the content of the two tests was approved by a judging committee. The reliability coefficient was calculated for each test by half-split method and Spearman -Brown equation .The reliability coefficient of the basic mathematical skills was (0.92), and the reliability coefficient of the mathematical equation test was (0.83). The results of the study showed considerable decrease in the pupils acquisition of the basic skills ,and their ability in solving the mathematical equations. And the errors that the pupils make falls into sex categories: weakness in the basic concepts and skills, weakness in solving two variables linear equations, errors in solving the squre ,fraction and triangular equations, weakness in writing solution set, errors of guessing, and others. The first category errors (weakness in the basic concepts and skills) were the most common, and there is positive relationship between the pupils, acquisition of the basic skills and their ability to solve the mathematical equations. Also, there are significant differences (α = 0.0) between the two test in favor of the basic skills test among pupils, males and females. In the light of these results, the researcher has recommended the necessary of taking interest and disclosing the cause of the pupils, weakness in mathematical and benefiting from the tutorial classes to set a right the different aspects of weakness in acquiring the basic skills in mathematics. Also, the researcher has recommended similar further studies on other samples of populations in Palestine.
Collaboration Types of Grade 10 Students when Solving Enrichment Activities, their Difficulties and Methods to Overcome them
(2013) Bisan Omar Aref Jaradat; Dr. Wajeeh Daher
This study aimed to focus on the cooperation of tenth grade students in solving enrichment mathematical activities in order to find out the types of students' cooperation, the difficulties they face during their collaborative activity and then how they overcome these difficulties by answering the following main question: What are collaboration types of grade 10 students when solvin enrichment activities and what are the difficulties they face and howthey overcome them? So the researcher selected four groups of tenth grade students so that there re two groups of males and two groups of females. The researcher provided the groups by enrichment questions and requested from these groups to solve the problems. The researcher supervised the groups, followed up their cooperation and its types, discussed students about their ideas in some situations and photographed their work while resolving the enrichment questions. After that, the researcher analyzed the learning events of each of the four groups, so that she observed the behavior of students in each of the following learning processes: reading, understanding, analyzing and exploration the problem and planning to solve it, implementation of the plan and finally verification and validation the solution. The study answered to the following questions: (1) What are collaboration types of grade 10 students when solving enrichment activities? (2) What are the difficulties they face while solving enrichment activities in a collaborative way? (3) How they overcome these difficulties? The researcher found several results such as: students used negotiation mainly to find meanings about the mathematical problems, also in their attempts to resolve these problems, to have decisions relying on empirical evidence and sometimes relying on a student who have useful information about the problem. For the inter-subjectivity, the researcher found some words with special meanings for the students in their negotiation. the students agreed upon by students. About the difficulties faced by the groups, they often have a lack of development and progress in the solution. Students have overcome these difficulties either by negotiation between members of the group or by resorting to the researcher when non of the members of the group was able to help his/her group. The researcher recommends several recommendations, most important is to conduct further researches on enrichment activities specially in the Arabic studies since the number of the Arabic studies that addressed such a topic was little. Also to conduct further researches on solving activities using collaborative learning strategy. As well as students should be trained to solve mathematical activities in collaborative groups so that they reach together to the meanings of mathematical relationships and explain new phenomena. The researcher recommends adding enrichment problems to the mathematics curriculum as an activities outside of the textbook, and making a follow-up mechanism to the students that encourages them to solve such activities. Also Students must be aware of the necessity of these enrichment activities in developing their mathematical thinking and its importance in developing their ability to solve problems. The researcher also recommends providing an environment that has many sources for learning mathematics in the school and in the class.
Common Mistakes in the Four Arithmetic Operations in Fractions and Decimal Fraction Among the Fifth and Sixth –Fractions and Decimal Fraction Among the Fifth and Sixth –Grade Students in the Governmental Schools in Nablus District
(2003) Mahasin Al- Sa'eed; Dr. Salah Yaseen
This study aimed at identifying the mistake patterns which are common among the fifth and sixth- grade students in the four arithmetic operations in fractions and decimal fractions. This study also aimed at identifying whether there is a function that represent the degree of the publicity of these mistakes due to the students, gender or grade. More specifically, the study aimed at answering the following questions: 1. what is the percentage of the mistake that are common among the male and female students as they are performing the different operations which are related to the basic concepts and facts in fractions and decimal fractions? 2. is there a difference in the mistake percentage or type due to gender? 3. is there a difference in the degree of the publicity of mistake due to the students' grade? To answer these questions, on achievement test was constructed. This test consists of two sections: one about fractions and the other about decimal fractions. The first section consisted of (16) items and the other consisted of (14) sections. The test's validity and reliability were ensured. The sample of the study consisted of (321) students: (190) males and (131) females distributed on (8) sections: four male sections and four female sections. After conducting the test, the mistakes were analyzed and classified, (15) mistakes were identified as addition mistakes (13) mistakes as subtraction mistakes in fractions, (8) mistakes as multiplication mistakes in fractions, (12) mistakes as division mistakes in fractions, (6) mistakes as multiplication mistakes in decimal fractions, and (8) mistakes as division mistakes in decimal fractions. The percentage of the mistakes in asthmatic operations in fractions was (71.75%) and (66.4%) in arithmetic operations in decimal fractions. To analyze data, the researcher used (X2). The study showed that there was approximately no difference in the mistakes committed by the fifth grade and the sixth grade on fractions, but that the mistakes committed by the fifth grade were much more common. The researcher of this study recommended to make further studies on the mistakes continue to commit while working on fractions ever when they reach the secondary level and to train moths teachers to look for the reason behind such mistakes, and wary to overcome them. She ells advised the moths teachers to smithy the concept of fractions to make it easier for them to whole on these fractions. Moreover that the people in charge in the ministry of education must take in consideration to lessen the number of students in the classroom, so that it becomes easier for tridents to understand the concept that the teacher presents, and for the teacher to follow 4p his/ her students in and outside the classroom.
Comparing the Content of the Palestinian and Israeli Grade Eight Mathematics Books and the Availability of the NCTM Standards in the Content of the Palestinian book
(2012) Ameena Ahmed Yaseen Sulaiman; Dr. Salah Yaseen; Dr. Wajeeh Daher
Abstract This study aims to compare the content of the Palestinian Mathematics book with its Israeli counterpart for the Eighth Grade, as well as identifying the availability of the NCTM standards that are issued by the National Council of Teachers of Mathematics in 1989 in the content of the Palestinian book in order to develop it. This research’s importance stems out from the necessity to correct the new Palestinian curricula that was completed in 2006/2007; the Palestinian curriculum is the first of its kind to be designed by Palestinian competencies. The researcher identified the problem of the study through the studies that stated that the curricula in general and the mathematics curriculum in particular suffer some kind of shortage in achieving its goals; therefore, efforts must be made in order to develop and improve the mathematics curriculum in Palestine. To achieve this, this study sought to answer the following questions: 1. What are the mathematics subjects that are included in the Palestinian mathematics book for the eighth grade? And what is their relative weight? 2. What are the mathematics subjects that are included in the Israeli mathematics book for the eighth grade? And what is their relative weight? 3. What are the differences and similarities between the mathematics subjects included in both the Palestinian and Israeli books? 4. The extent to which the NCTM standards are available in the content of the Palestinian mathematics book for the eighth grade? To answer these questions and achieve their goals, the researcher used the comparative studies approach through which she compared the mathematics subjects in the content of the Palestinian mathematics book for the eighth grade with those included in the Israeli mathematics book. She also used the Descriptive, Analytical Approach through which the content of the two parts of the Palestinian mathematics book was analyzed for the purpose of measuring the availability of the NTCM standards in the book by studying all the examples and questions included. The researcher also designed the study’s tool in the form of comparison table through which the different mathematics subjects included in the mathematics books for the eighth grade in both Palestine and Israel were compared. In addition to the list of the international standards of the NTCM issued in 1989 which are related to the (5-8)stage which was used as a tool to analyze the content of the Palestinian mathematics book along with its two parts for the eight grade in the form of tables to classify the examples, the questions and the training included in the book. The tool was also used to identify the opinion of teachers regarding the number of examples and questions that should be included in the content of the mathematics book for the eighth grade; the tool was also verified and its validity was checked. In order to achieve the objectives of the study the researcher took the following procedures: • Analyzing the content of the Palestinian mathematics book along with its two parts for the eight grade and the Israeli Mathematics book based on calculating the relative weight of the mathematics subjects included in the book’s content according to the number of classes that are assigned to it. Also, integrating the mathematics subjects into five main areas including (Numbers, geometry, Algebra, statistics and possibilities)، and comparing between the weights of these subjects according to their occurrence in the Palestinian and Israeli curricula for the eight grade. • Translating the NCTM standards that were issued in 1989 that are related to the 5-8 stage. The study’s tool (The List of the Standards) depending on these standards that are connected to the five mathematics areas (Numbers, geometry, Algebra, statistics and possibilities) and use them to know to what extent these standards are available in the content of the two parts of the Palestinian mathematics book for the eight grade through detecting all the examples, questions and training that achieve these standards. • Distributing the list of standards on a group of 15 mathematics teachers to conduct a survey on the number of questions and examples that should be available in the content of the Palestinian mathematics book for the eight grade. • In-depth study of the content of the Palestinian mathematics book with its two parts and reading every mathematics topic carefully and detecting every example, question and training in this book. • Look for the availability of the NCTM standards in every example, question and training in this book. The results of the study have shown that: • The relative weight of the mathematics subjects included in the content of the Palestinian mathematics book for the eight grade varies between 6.8% for the possibilities area, and 44.9% for the geometry area. A great interest in the area of geometry was noticed on expense of other mathematics subjects. • The relative weight of the mathematics subjects included in the content of the Israeli mathematics book for the eight grade varies between 0% for the possibilities area, and 42.1% for Algebra area. A great interest in the area of Algebra was noticed on expense of other mathematics subjects. • A similarity was noticed between the content of the Palestinian and Israeli mathematics books for the eight grade with respect to these subjects: Numbers, geometry, Algebra and statistics. However, the fifth area which is possibilities occurred in the content of the Palestinian mathematics book but not in the Israeli one, in addition to a noticeable variation between the Palestinian and Israeli books with respect to the relative weights of the different mathematics subjects. Showed the results of the analysis the study all of the NCTM standards that are related to the five mathematics subjects (Numbers, geometry, Algebra, statistics and possibilities) received a high level of interest among the teachers who were subjected to the survey; however, the percentage of these subjects that were available in the content of the mathematics book for its two parts was only 40.6%. This was the total percentage of the availability of NCTM standards in the book’s content which is close to what examples and questions the book has; this percentage is below the medium level. The curriculum addressed some of these standards appropriately and there was enough number of examples and questions to fulfill these standards. We also find that the curriculum addressed some of the standards in a weak manner and the percentage of standards reached 50.1% which is clear through the gap between these examples and questions and what the teachers have suggested to achieve these standards. The study recommended making use of the list of standards that the researcher achieved with respect to the development of school mathematics books, setting special standards for the mathematics curricula in Palestine based on the international standards of the NCTM, enriching the content of the mathematics book of the eight grade through examples and questions that develop high thinking skills such as prediction, conclusion, criticism, creativity, and problem-solving, and not to be confined to skills related to knowledge, memorization or application. It also recommended the provision of enriching books alongside the curriculum book in order to enrich the content with examples and questions that develop the high mental skills of the students, holding conferences and seminars to discuss the points of weakness and strength in school mathematics books and the application problems by teachers and supervisors in order to develop the Palestinian curricula so that it can cope with the modern trends in curricula design. Additionally, the researcher recommended conducting more research on mathematics curricula through content analysis in light of the NCTM standards especially with respect to numbers and operations for all school stages. More studies are also needed to be made on the Palestinian mathematics curricula using the comparative studies approach being one of the modern approaches in curricula correction and because Palestinian curricula are newly made.
A Contrastive Evaluation Study between the Content of the Palestinian, Jordanian, & Egyptian Curricula in Mathematics for the Sixth Basic Class
(2002) Husam El-Deen Nabeeh Hasan Abu Ghazaleh; Dr. Salah El-Deen Yaseen
The study aims at analyzing the new textbook of mathematics set for the Palestinian 6th. basic class; and comparing it with the textbooks of mathematics already set for the same class in Palestine until year 1999/2000. Namely they are the books of the Hashemite Kingdom of Jordan & its identical one from the Arab Republic of Egypt, throughout: 1- Recognizing the difference of the mathematical material introduced in proportional representation in the light of the change of the state preparing the curriculum. 2- Recognizing the educational aims measuring each of the scholastic curriculums: (Palestinian, Jordanian & Egyptian) for the 6m. basic class in mathematics and the percentage of each of them. 3- Revealing the variance in the educational objectives of the (Palestinian, Jordanian & Egyptian) curriculums for the 6'h. basic class in mathematics in the light of Bloom ’s variable for classifying the mental levels. For the sake of realizing these goals and purposes, the researcher used the method of (Content Analysis) in analyzing and comparing the three curriculums. Then he emerged with the following conclusions: 1- There is resemblance in the introduced scholastic materials in the three curriculums; except for the unit of algebra which was shared by the Palestinian & Jordanian curriculums only; but not included in the Egyptian one. The material of probabilities was excluded by the Palestinian curriculum only; but deprived of the two other ones. 2- There is variance in the percentages of dividing the levels of educational aims measured by each of the three curriculums according to Bloom 's variable for classifying the mental levels, which are: (knowledge, remembrance, comprehension, application, analysis, synthesis & evaluation). At the time when the proportion of level of application in the Egyptian curriculum appears to be higher than the level of application in the other two curriculums, we find that the proportion of comprehension level in each of the Palestinian & Jordanian curriculums is higher than the Egyptian one; whereas the Palestinian curriculum is credited for the increase in the proportion of the synthesis & evaluation levels more than the other two curriculums. In consequence of that, the study recommends of: 1- The continuation of teaching the new Palestinian textbook of mathematics; simply because it contains versatile scholastic subjects, and its aims are feasible & applicable. 2- Supplying the new Palestinian textbook of mathematics with a teacher’s book that would illustrate the successful methods in it for demonstrating the scholastic material, as well as enhancing it with fostering activities and correct ways of solution for the questions of the textbook already set. 3- The necessity for linking the content of the new Palestinian textbook of mathematics with a surplus of examples & exercises from the local environment. 4- The necessity for linking the content ofthe new Palestinian textbook of mathematics with the other scholastic subjects; such as science, Arabic language & social studies. 5-The necessity for holding a surplus of courses for teachers to train them on implementing the new Palestinian textbook of mathematics in the proper way. 6- Supplying the student with a remedial plan that is studied and suggested from the qualified teachers & curriculum personnel, with the possibility of arranging exemplary class periods; live & televised that are performed by the specialists. 7- Performing a surplus of evaluating studies to include the other subjects & mathematical books, as well as the further topics.
Description of Palestinian Mathematical Olympiad Problems and Analysis of Them According to Mathematical Problem Solving Strategies
(2015) Rana Kamal Hassan; Dr. Soheil Hussein Salha
This study aimed to identify the types of mathematical problems which appeared in the Palestinian Mathematics Olympiad for the scientific eleventh (first secondary) grade in the following years: 1996, 1997, 1998, 1999, 2006, 2012, 2014, as well as to know there resolution and to analysis them according to mathematical problem solving strategies: The descriptive analytical approach have been used in this study, so that the researcher have solved and analyzed the Palestinian Mathematics Olympiad questions for the years mentioned above and the strategy contained in each question have been developed. The researcher have jobbed interviews with a number of experts who have long experience in overseeing the Palestinian Mathematics Olympiad, putting questions, in order to know how they choose the questions and the compatibility of the questions with the Palestinian curriculum. Also, to know the extent to which the types of strategies used to resolve questions are taken into account. The results showed that the Palestinian Mathematics Olympiad questions objectives concentrated on Algebra and Geometry by (39%) and (29%) for each respectively. The most used strategies used in solving the Palestinian Mathematics Olympiad questions were induction strategy (38%) and Compensation law and the solution strategy (29%) for each respectively. Based on these results, the study recommended to make and pay attention for: • Training students to a variety of strategies to solve mathematical issue • Organizing a training workshops for teachers that mimic the questions Palestinian Mathematics Olympiad and strategies resolve: • Questions should be put and be developed by specialized committee to have available sufficient time to review the topics touched upon issues and strategies needed to solve and review the linguistic formulation
The effect in Using Three Computer Programs on the Academic Achievement of 10th Grade Students in Mathematics and their Motivation toward its learning in Qabatia Directorate (Comparative Study)
(2016) Abdelrahman Mohammad Sadeq Abu Sarah; Dr. Salah Eddin Yaseen
The objective of this study was to conduct a comparison in using three computer programs, these are: Geogebra, Graphmatica, and functions gropler in tenth grade students achievement in the functions and its graphics, and their motivation towards learning mathematics in Qabatiya Directorate. Essentially, the research tried to answer the following main question: What is the impact of using three computer programs on the achievement of tenth grade students achievement in the unit of functions and its graphics and their motivation towards learning mathematics in Qabatiya directorate? Answering the study question and testing its hypotheses, the researcher used the experimental approach. The study population consisted of all the tenth grade students in Qabatiya Directorate, and the study was applied on a sample of (125) students of the tenth grades in the schools of Ibn Alibtar 2nd Basic school and Martyr Ezzat Abu Alrob High School, where the sample was divided into into four groups, the first experimental group studied the content of fucntions and graphics unit from the mathematics textbook for the tenth grade using Geogebra, the second experimental group studied the same unit using Graphmatica, the third experimental group studied the same unit using functions gropler program, and the fourth group that was the control group learned the same unit following the traditional method, during the first semester of the scholastic year (2015-2016), where the following tools were used on the study sample: - Post test for measuring the students' achievement after finishing learning the functions and graphics unit. The test reliability was validated using judgment, and its reliability was (0.873). - Motivation assessment towards learning mathematics for the four groups consisted of (20) items, where the assessment was distributed after the unit learning finished, and its validity was tested by judging, and its reliability was (0.896). The data was processed using One Way Analysis of Variance (ANCOVA) and Post Hoc (LSD) to test the study hypotheses, where the data was analyzed using the statistical package for the social sciences. The research came up with a set of results, most important were the following: There were significant differences at the level of (=0.05) in the means in the students achievements in the post test related to the method of teaching using the programs: (Geogebra, Graphmatica, functions gropler and the traditional method). To perform the comparisons between the four groups, the researcher used Post Hoc LSD, which revealed that: - In the total degree of achievement, the results showed the existence of significant differences between the four groups in favor of the three computer programs, but no statistically significant differences were found between the two programs Geogebra, Graphmatica, and Functions gropler, in favor of Graphmatica program. - At the level of conceptual knowledge the results found significant differences between the four groups in favor of the three programs, with no differences between the three programs, Geogebra, Graphmatica, and functions gropler. - At the level of procedural knowledge, the outcomes showed statistically significant differences between the four groups in favor of the three programs with significant differences between Geogebra and grapmatica, and significant differences between Geogebra and functions gropler, in favor of Geogebra, and significant differences between graphmatica and functions gropler in favor of graphmatica. - At the level of problems solving, significant differences were found between the four groups, in favor of the three programs, with no differences between Geogebra and graphmatica, but significant differences between Geogebra and functions gropler, in favor of Geogebra, and significant differences between graphmatica and and functions gropler, in favor of graphmatica. There were statistically significant differences at the level of (=0.05) in the students motivation means, on the motivation scale towards learning mathematics related to the teaching method using Geogebra, Graphmatica, functions gropler and the traditional method. Comparing between the four groups, LSD test was used by the researcher. The results showed statistical differences between the four groups in favor of the three programs and the existence of of statistical differences between Geogebra and Graphmatica in favor of Graphmatica, as well as differences between Geogebra and functions gropler, in favor of Geogebra, and differences between graphmatica and functions gropler in favor of graphmatica.
The Effect Learning of PowerPoint and Excel on a unit of Statistics for the Achivements and Motivation of 8th Grade Students in Nablus District
(2013) Akram Mohammed Jarrar; Dr. Salah Eddin Yaseen
This study aimed at exploring the effect of Teaching by using Excel Excel and PowerPoint Software on the Achivement of the eighth basic grade students in the Statistics Unit and their motivation towards it in Nablus city. More specifically, the study tried to find answers for the following two main questions: What is the effect of Teaching of Excel and PowerPoint Software on the Achivement of eighth basic grade students in Statistics Unit, and motivation towards statistics in Nablus District? To answer the question of the study and test it´s hypotheses, the study was implemented on a sample of (74) eighth grade students. Four sections were randomly selected and divided into two experimental groups and two other control groups. The experimental group studied the tainting material (Statistics Unit – Unit 4 of Mathematics textbook, Eighth Grade Student, First Semester( 2012/2013), using the computer, while the controlling group studies the same unit in a traditional method was according to the textbook. The researcher referred to the school grade notebook of the previous scholastic year 2011/2012 to establish equality between both experimental and controlling groups. Then he prepared a dimensional placement exam to measure students' assessment following the experiment. The exam was verified in terms of credibility by arbitrators and the calculation of its consistency by using Kuder Richardson Formula (21). The result was (0.79). Following this procedure, the researcher applied the motivation scale towards learning statistics with the help of the computer on the experimental group, and the motivation scale towards learning statistics in the traditional way on the control group. The procedure was verified in terms credibility by arbitrators and the calculation of its consistency by using Knoblauch Aloha Formula. The result was (0.73). After that, the data analyzed, using exam (C for two independent samples. The analyses came out with the following results: - Existence of the significant statistical difference at (a=0.05) between the average of experimental group students’ grades (73.19), who used the Power Point and Excel Programs during their studying, and the control students' group (61.62) who studied in the traditional way with regard to the total grade of the dimensional placement exam, and for the interest of the experimental group of students. - Existence of the significant statistical difference at (a=0.05) between the average of experimental group students’ grades (82.91), who used the Power Point and Excel Programs during their studying, and the control students' group (68.00) who studied in the traditional way with regard to the conceptual knowledge, and for the interest of the experimental group of students. - Existence of the significant statistical difference at (a=0.05) between the average of experimental group students’ grades (70.27), who used the Power Point and Excel Programs during their studying, and the control students' group (60.37) who studied in the traditional way with regard to the procedural knowledge, and for the interest of the experimental group of students. - Existence of the significant statistical difference at(a=0.05) between the average of experimental group students’ grades (69.88), who used the Power Point and Excel Programs during their studying, and the control students' group (56.75) who studied in the traditional way with regard to the problem solving, and for the interest of the experimental group of students. - Existence of the significant statistical difference at(a=0.05) between the average of experimental group students’ grades (4.68), who used the Power Point and Excel Programs during their studying, and the control students' group (3.73) who studied in the traditional way with regard to the motivation towards learning statistics, and for the interest of the experimental group of students. In the light of these outcomes, the researcher recommends to make use of the results of this study and Excel program due to the contribution of this program - according to the study - to the improvement of students' attainment, increasing their motivation towards learning mathematics. It is highly recommended to train the teachers of mathematics on Excel in order teach statistics to different school grades. This is because Excel provides strong support to mathematics curricula. The results of this study, as well as others similar ones, should be used to circulate the use of computers in teaching mathematics in UNRWA schools in Nablus an other schools in the region due to the greatest importance and ability of computers in raising the assessment level of student in mathemsatics, as well as the ability they have to push students' motivation in learning mathematics upward.
The Effect of Modified Homework on Achievement of Students of 8the Grade in Mathematics and theis Attitudes Toward in Jericho Area Schools
(2015) Kawther Abdelqader Mohammad Bsharat; Salah Yassin
The Effect of Using Homework Modified Assignments on the Achievements of Elementary School Pupils in Mathematics in Jericho Governorate and students' attitudes toward homework This study aims to exploring the effect of using a modified homework on the eighth grade students' achievement in mathematics of the Elementary Schools in Jericho Governorate, and how the levels of thinking in Bloom's Taxonomy (knowledge, comprehension ,and application, high thinking levels), will be affected by homework. In addition to, this study investigated students' attitudes toward homework in mathematics. The problem of the study has been limited for to answering the following questions: - What is the effect of using homework on students' achievement in mathematics according to low levels of Bloom's Taxonomy (knowledge, understanding, and application, high thinking)? - What are students' attitudes toward homework in Jericho governorate schools? The population of the study included all Eighth Grades at government Schools in Jericho Governorate. A sample of (54) students (females) from the Eighth Grade from Jericho Girls' School in Jericho Governorate in the First Semester (2014 - 2015). The sample was randomly chosen and divided into two groups: Experimental group which was taken from section (A) and for the control group the was taken from section (B). The experimental group consisted of twenty-seven (27 female students. These students have been taught the learning mathematics material by using homework. The control group consisted of twenty-seven (27) students. These students have been taught the mathematics material by using the traditional method without giving them homework. The achievement test was prepared after the preparation and reviewing the learning material. Six lessons from eighth grade mathematics book were analyzed. This analysis includes aims, methods, specification table and mathematics homework which is prepared according to Bloom's various levels (knowledge, understanding and application, high thinking levels). The teaching material, the homework and the math achievement tests have been given the jury who are specialized and experienced to test the validity of the study instrument. The researcher has also used (Spearman Brown Equation) to calculate the stability of the test, which was (0.84), and this is a good value that achieves the aims of the study. This study has been applied on the sample and the results of the math achievement test have been treated by using statistical packages for the social science in order to identify the effect of using homework on the Eighth Grade students' mathematics achievement in the syllabus of the Mathematics according the various levels of Bloom's Taxonomy (knowledge, understanding, application, high thinking levels). For the second instrument, the researcher was developed a questionnaire so as to accomplish the study goals . The results of study have shown that there is a significant success in the achievement of mathematics post-test at the knowledge level, understanding level, application level and at the high thinking levels (according to Bloom's Taxonomy) in favor at the experimental group in mathematics , They have also shown that students held positive attitudes toward homework. In light of the study results, the research recommends that there is a necessity for using different kinds of homework according to Bloom's Taxonomy of different levels (knowledge, understanding, application, high thinking) in teaching the basic stages in Jericho Governorate to increase the achievement levels in mathematics . She also recommends and carrying out further studies to search more in homework and its efficiency, and that homework should be varied for the reinforcement of positive attitudes among students with good and excellent achievement
The Effect of Applying Mathematical Thinking Patterns on 8th Grade Students' Achievement and Attitudes in Nablus Governmental schools
(2014) Wajiha Ahmad Hussein Suboh; Dr.Salah El-Din Yaseen
The study aimed to compare the effect of using patterns of mathematical thinking on the achievement and attitudes of 8th grade students in Nablus governmental schools. The study sought specifically to answer the following main question: What is the effect of using patterns of mathematical thinking on the achievement and attitudes of 8th grade students in Nablus governmental schools ? To answer this question and test its hypothesis, the study was conducted on a sample of (60) students in the basic eighth grade. A school was chosen purposefully to achieve the goal of the study. One class was chosen to form the experimental group whose members were (30) students which studied the training material supplied with the pattern of mathematical thinking. The control group studied the mathematical content using the traditional method, and its number was (30) students as well. For the purpose of equivalence between the two groups,the researcher used a pre-test in the study of (Hazim, 2011), whose validity and reliability were verified by referees. The value of the test reliability coefficient was (0.87). - The researcher also used the pattern of mathematical thinking-test built from previous studies and the questions in the University of Kent Center of Reasoning. The value of the test reliability coefficient was (0.77). The researcher moreover used the measurement of attitudes towards mathematics whose validity and reliability have been verified and its reliability was (0.83). The researcher also used post-test with a(0.83) degree of reliability. Data was analyzed using SPSS, and the statistical analysis showed the following results. - There was a significant difference at (α =0.05) in the means of achievement in math among 8th grade students between the experimental group and the control group on the total degree of the achievement test. The results were in favor of the experimental group. - There was a significant difference at (α =0.05) in the means of visual thinking of 8th grade students between the experimental group and the control group on the total degree of the achievement test. The results were in favor of the experimental group. - There were a significant statistical difference at (α =0.05) in the means of deductive thinking of 8th grade students between the experimental group and the control group in terms of mathematical thinking patterns. The results were in favor of the experimental group. - There were significant difference at (α =0.05) in the means of critical thinking of 8th grade students between the experimental group and the control group. The results were in favor of the experimental group. In light of these results the researcher suggested a number of recommendations,including: training students to employ the skill of justification in the learning process, trying to convince others of the validity of their answers, and the need to integrate mathematical thinking skills into the curriculum.
The Effect of Computer-Assisted Instruction (CAI) on the Achievement for the 10th Grade of Mathematics and their Attitudes
(2002) Mosub M.J. Aboushi; Dr. Salah Al-deen Yaseen
The study aims at analyzing the new textbook of mathematics set for the Palestinian 6th. basic class; and comparing it with the textbooks of mathematics already set for the same class in Palestine until year 1999/2000. Namely they are the books of the Hashemite Kingdom of Jordan & its identical one from the Arab Republic of Egypt, throughout: 1- Recognizing the difference of the mathematical material introduced in proportional representation in the light of the change of the state preparing the curriculum. 2- Recognizing the educational aims measuring each of the scholastic curriculums: (Palestinian, Jordanian & Egyptian) for the 6m. basic class in mathematics and the percentage of each of them. 3- Revealing the variance in the educational objectives of the (Palestinian, Jordanian & Egyptian) curriculums for the 6'h. Basic class in mathematics in the light of Bloom ’s variable for classifying the mental levels. For the sake of realizing these goals and purposes, the researcher used the method of (Content Analysis) in analyzing and comparing the three curriculums. Then he emerged with the following conclusions: 1- There is resemblance in the introduced scholastic materials in the three curriculums; except for the unit of algebra which was shared by the Palestinian & Jordanian curriculums only; but not included in the Egyptian one. The material of probabilities was excluded by the Palestinian curriculum only; but deprived of the two other ones. 2- There is variance in the percentages of dividing the levels of educational aims measured by each of the three curriculums according to Bloom 's variable for classifying the mental levels, which are: (knowledge, remembrance, comprehension, application, analysis, synthesis & evaluation). At the time when the proportion of level of application in the Egyptian curriculum appears to be higher than the level of application in the other two curriculums, we find that the proportion of comprehension level in each of the Palestinian & Jordanian curriculums is higher than the Egyptian one; whereas the Palestinian curriculum is credited for the increase in the proportion of the synthesis & evaluation levels more than the other two curriculums. In consequence of that, the study recommends of: 1- The continuation of teaching the new Palestinian textbook of mathematics; simply because it contains versatile scholastic subjects, and its aims are feasible & applicable. 2- Supplying the new Palestinian textbook of mathematics with a teacher’s book that would illustrate the successful methods in it for demonstrating the scholastic material, as well as enhancing it with fostering activities and correct ways of solution for the questions of the textbook already set. 3- The necessity for linking the content of the new Palestinian textbook of mathematics with a surplus of examples & exercises from the local environment. 4- The necessity for linking the content of the new Palestinian textbook of mathematics with the other scholastic subjects; such as science, Arabic language & social studies. 5-The necessity for holding a surplus of courses for teachers to train them on implementing the new Palestinian textbook of mathematics in the proper way. 6- Supplying the student with a remedial plan that is studied and suggested from the qualified teachers & curriculum personnel, with the possibility of arranging exemplary class periods; live & televised that are performed by the specialists. 7- Performing a surplus of evaluating studies to include the other subjects & mathematical books, as well as the further topics.
The Effect of Cooperative Group Learning and Group Size on Mathematics Achievement of Fifth Male Grade Students in Jenin
(1999) Issam Fahed Yousef Abu Atia; Dr. Salah El-Deen Yaseen; Dr. Shehadeh Mustafa Abdo
The main purpose of this study was to investigate the effect of cooperative group learning on mathematics achievement of fifth grade male students. Another purpose was to investigate the effect of group size on the subjects’ achievement in mathematics. This study attempted to answer the following research questions: 1. Are there any significant differences in the fifth grade students’ achievement in mathematics as due to the use of cooperative group learning method? 2. Are there any significant differences in the mathematics achievement of cooperative group students’ who are taught by cooperative learning as due to group size? In an attempt to confirm or reject the hypotheses of this study, the researcher has conducted an experimental investigation with a sample of (l47) fifth male students’ from a public primary school in Jenin District (Mua’th Bn Jaber Primary School!Qabatiah), during the first semester of the scholastic year 98/99. The students of the sample were distributed randomly into three treatment groups; two experimental groups and a control group: • The first experimental group (n=48) was taught by the cooperative learning method and included heterogeneous groups; (3) students were allotted in each group. • The second experimental group (n=50) was taught by the cooperative learning method and included heterogeneous groups; (6) students were allotted in each group. • The third group was a control group (n=49) and was taught by the traditional control method. At the end of treatment period, subjects were assessed by using a mathematics achievement test developed by the researcher. The Statistical System (SAS) was used, and so a paired (T—Test) and One-Way Analysis of Variance (ANOVA) and (Scheff Post—Hoc Test) were used in analyzing the results of the study. This study showed the following results: 1. There were no significant differences at (α=0.05) in the mathematics achievement post test of the students in the second experimental group (n=6) and the control group. 2. Significant differences at (α=0.05) were found in the mathematics achievement post test of the students in the first experimental group (n=3) and the control group, as due to the use of cooperative learning method. 3. Significant differences at (α=0.05) were found in the mathematics achievement posttest of the students in the first experimental group and the second experimental group in favor of the first group as due to the group size. In the light of these results, the researcher recommended that further research is needed to be conducted on the effect of cooperative learning on student’s mathematics achievement, attitudes toward math, self confidence, retention and so on. Further research is needed in this field with different age groups, different group sizeوand different group subjects.
The effect of Feedback that Providing After the Exam on Academic Achievement in Mathematics at 7th Grade in Qaqilia District
(2003) Murad Hassan Saleh Al-Hassan; Dr. Salah Yaseen
This study aimed at identifying the effect of feedback that providing after the exam on academic achievement in mathematics at 7th grade in Qalqilia district. The study was applied on the sample of (114) students from 7th grade students, the students of the sample were divided to three groups: 1. Group of no feedback (control group): does not know the results for every test and not giving the test papers back to the students. 2. Group of qualitative feedback: knowledge of results for every test by giving the test papers back to the students and written for them the right answers for comparison. 3. Group of quantitative feedback: knowledge of results for every test by giving the test papers back to the students. And solve all the problems and provide the students with more information about their responding. The researcher dividing the scholastic unit “the areas” to three parts, each part take one wake to finished it and teacher applying the strategies of the feedback on the three groups. And then the comprehensive test prepared by the researcher was given to them. The test was applied to an experimental group of (28) students to know the items difficulty and the coefficient of reliability which was computed by test-retest, the coefficient of reliability was (0.93) and it is good for the purpose of the research. This study aimed at answering the following questions: 1. Are there statistically difference at the level (α = 0.05) between the means of the marks of the groups that provide feedback and the group that does not provide feedback, which may be attributed to the feedback. 2. Are there statistically difference at the level (α = 0.05) between the means of the marks of the three groups in the final exam of mathematics which may be attributed to the form of feedback that provides after exams. The results of the final exam were statistically analyzed by using arethmatic averages, standard divination, t-test, ANOVA, Scheffe test. Results of the study showed: There is statistically difference at the level (α = 0.05) between the means of the marks of the groups that provide feedback and the group that does not provide feedback which may be attributed to the feedback. There is statistically difference at the level (α = 0.05) between the means of the marks of the three groups in the final exam of mathematics which may be attributed to the form of feedback that provides after exams. The researcher recommends to do like this study on other different stages and differential subjects which is contains both gender. And the researcher recommends the teacher to provide their students with feedback after the examinations.
Effect of Imaginative Teaching on Achievement and Retention of Math Information for Grade Nine Students at UNRWA Schools in Nablus Area
(2004) Khaled Hasan Moh; Dr. Salaheddeen Yassin
The purpose of this study is to search for the effect of imaginative learning as a teaching method on assessment in Mathematics, keeping mathematical information, recognizing genre’s effect, parents’ educational level, and type of school in assessment and retention of mathematical information. The study tries to answer the following questions: 1. Are there any statistical differences within the concept (0.05 ≥a) in ninth grade students’ assessment in Mathematics due to the traditional imaginative method? 2. Are there any statistical methods within the concept (0.05≥a) in ninth grade students’ assessment in Mathematics due to genre variable? 3. Are there any statistical differences within the concept (0.05≥a) in ninth grade students’ assessment in Mathematics due to parents’ education level? 4. Are there any statistical differences within the concept (0.05≥a) in ninth grade students’ assessment in Mathematics due to school environment, i.e. males, females, coeducation? 5. Are there any statistical differences within the concept (0.05≥a) in the current and delayed assessment of ninth grade students’ assessment in Mathematics? Data were analyzed by using multiple variable analysis and pairs testing to examine the study’s hypotheses. The results were as follows: 1. There are statistical differences within the concept (0.05≥a) between the two pairs average marks: trial (imaginative) and controlled (traditional) in the assessment test in favor of the trial group (imaginative). 2. There are statistical differences within the concept (0.05≥a) between average marks of the case study in assessment test in regard with school environment variable (males, females, coeducation). This hypotheses has the following results: • There are statistical differences within the concept (0.05≥a) among the average marks of the case study in the assessment test between male schools which have an average of (66.1) and coeducational schools which have the average (52.2), all in favor of male schools. • There are statistical differences within the concept (0.05≥a) among the average marks of the case study in the assessment test between female schools which have an average of (62.5) and coeducational schools which have the average (52.2), all in favor of female schools.
The Effect of Instructional Program Based on Mathematical Power on Achievement and Mathematical Thinking Among Seventh Grade Students in Nablus Governorate
(2015) Amal Rashid Omar; Dr. Soheil Hussein Salha
This study aimed to identify the effect of using an instructional program based on mathematical power on achievement and mathematical thinking. The study basically tried to answer the question: What is the effect of using an instructional program based on mathematical power on achievement and mathematical thinking among 7th grade students in Nablus governorate? The study sample consisted of (60) female students from the 7th Grade of Elementary Rafidia School for Girls in Nablus, were divided randomly into two groups, the experimental group and the compared group. The experimental group had studied by using the instructional program based on mathematical power. While the compared group had studied the same unit by using the traditional approach of teaching in the first semester 2014/2015. The study tool consisted of two tests, achievement test in mathematics, and a test the mathematical thinking. The researcher had been achieved the sincerity and reliability of the two tests. The researcher used the accompanying analysis of variance (ANCOVA) to check the hypotheses of the study, and also calculate the Pearson correlation coefficient between the experimental group marks in the post test to find out the relationship between mathematical thinking and student achievement. Findings indicate the existence of a significant statistical difference at the significance level (α ≥ 0.05) between the arithmetic means marks of the two groups of students on the achievement tests and mathematical thinking, and this difference is due to instructional program based on mathematical power on achievement and mathematical thinking, and in favor of the experimental group students. The results also showed a positive relationship between mathematical thinking and achievement. The study recommended the need for the training of mathematics teachers on education according to mathematical power as a way of teaching, and the reformulation of educational materials for the basic stage in line with the dimensions of mathematical power, and the ability to develop mathematical thinking among students because of its prominent role in addressing the weakness of achievement in mathematics.
The Effect of Math Homeworks On The Achievement Of Students
(1998) Saleh Qasem Abu Sarries; Dr. Salah Yaseen
Homeworks Play an important and a distinctive role in the educational process and so, more attention should be paid to homeworks. Teachers should be more careful while dealing with homeworks. Long experiences in the field of education assure the idea that homeworks should be considered as an efficient and effective tool serving the whole teaching learning process, and its efficiency and effectiveness depends upon the credibility of teachers in dealing with homeworks. The Purpose of this study was to compare the results of the groups of the study (Two groups) so as to find out the effect of implementation of homeworks on the achievements of the pupils in mathematics through answering the following questions;- What is the effect of homeworks on the achievement of the fifth grade pupils in mathematics? What is the effect of homeworks with reference to the sex of the learner (Male or Female)? What is the effect of homeworks on the transfer of learning?
The Effect of Playa’s Strategy on the Basic Ninth Grade’s Ability to Solve the Geometric – Math Problem in the Governmental Schools in Jenin District
(2003) Majed Mousa Diab Massri; Dr. Salah Ad-Dan Yaseen
The Relationship between the Teacher’s practice for the Mathematical Geometric Question and the Ability to solve it by the Ninth Grades students in Jenin Governate Schools&rdquo.The aim of this study was to examine the effects of applying the skills of teaching the geometric and mathematical question by the teachers, and the effects of sex on the student’s ability to solve it. The practices that the teacher was asked to follow during the teaching of tangent and circular and quartet shapes unit in Ninth Grade’s book contain reading the question rapidly, then deeply, drawing the shape or the sketch of the question, identifying the data and what is required in the question , setting the solutions plan, carrying out the solution, and asking some students to repeat it orally , and ensuring the correctness of the solution. * The study tried to answer these two questions: 1- Does the student’s ability to solve the geometric mathematical question differ as a result of changing the teaching method? 2- Does the sex of the students affect students affect their ability to solve the geometric mathematical question? To answer the two above questions, the researcher chose eight schools using the random method oh both male and female students. He chose three boy's school and four girls schools; he chose two Ninth Grade’s sections randomly from each school. The number of these sections was (14). The total number of the male and female students was (536). Out of the (14) sections, the researcher chose seven sections using the random methods to form the standard group.The sample of the study represented nearly (11%) of the study community which included (536) male and female students.As for the experimental group, it had (267) male and female students. There was an agreement between the researcher and the teacher in which the teacher is going to teach the members of these sections using special practices.The researcher supplied every teacher with a wall-sheet. On these cards, he wrote the steps that should be followed upon solving the geometric question. He asked those teachers to hang them up in the classrooms of the experimental sections during teaching the unit of the tangents, and the circular and quintet shapes. Also, the researcher supplied the teachers of the experimental sections with solved examples in accordance with the exhibited steps of the wall-sheet. Immediately after the teachers had finished teaching the unit, they applied the accomplishing test on the members of both the experimental and the standard groups, supplied to them by the researcher. After the researcher had corrected the test papers, and jolted down the marks, he used the (t-test). The findings of this study were as follow: 1- There are differences of statistical indication at the indication level (α=0.05 ) of the students ability to solve the geometric question, due to the teaching method, and in favour of teaching with the accordance of the suggested strategy steps. 2- There were differences of statistical indication at the indication level of (α=0.05) in the ability of the students to solve the geometric question due to the sex of the student, and in the favor of females. According to these findings, the researcher recommended that the teachers should use strategies of clear steps during teaching the tangent and the circular and quartet shapes unit, for this has an obvious effect on increasing the ability of the students to solve such questions.
The Effect of Programmed Learning Supported with Instructional Aids on Achievement and Transfer of Learning for The 8 Basic Students in Mathematics
(2013) Tahreer Riad Abdullah Alboom; Dr. Salah El-Din Yaseen
The study aimed to compare the effect of teaching the unit of geometry by using programmed Learning supported with instructional aids and by using the traditional way based on the achievement and transfer of learning effect for the basic students of eighth grade. The study tried specifically to answer the following main question: What is the effect of programmed Learning supported with instructional aids on the achievement and transfer of learning effect in mathematics of basic students of eighth grade? To answer the study's question and test its hypothesis, the study was conducted on a sample of (118) students in the basic eighth grade. Two schools were chosen intentionally, to achieve the goal of the study. Two classes in each school were chosen to form the experimental group whose members were (58) students which studied a training material prepared by the researcher herself . The other two classes studied the mathematical content using the traditional way, and their number was (60) students as well. The researcher used for the purpose the equivalence between the foure groups, a pre-test in the study (Hazim,2011), was sure of his scincerty and fimness, as the value of the test reliability coefficient (0.90). The researcher also applied the achievement post-test on the two groups of the study to measure the students grade 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 (20) and its value was (0.833). The learning transfer test was also measured and approved; its reliability coefficient was also calculated using the Cronbach's Alpha whose value was (0.77). The data was analyzed using the (t) test for two separate groups, whereas the statistical analyses showed these resuls: -There is a significant statistical difference (α = 0.05) between the means grades of the students of eighth graders who were taught using programmed Learning supported with instructional aids (the experimental group) (67.93), and the control group (60.93) who were taught using the traditional way based on the achievement post-test. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the means grades of the students of eighth graders who were taught using programmed Learning supported with instructional aids (the experimental group) (70.83), and the control group (60.83) who were taught using the traditional way based on the post-test of conceptual understanding. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the means grades of the students of eighth graders who were taught using programmed Learning supported with instructional aids (the experimental group) (69), and the control group (60) who were taught using the traditional way based on the post-test of procedural knowledge. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the means grades of the students of eighth graders who were taught using programmed Learning supported with instructional aids (the experimental group) (55.15), and the control group (40) who were taught using the traditional way based on the post-test of problem solving. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the means grades of the students of eighth graders who were taught using programmed Learning supported with instructional aids (the experimental group) (57.7), and the control group (47) who were taught using the traditional way based on the transfer of learing effect. The results were in favor to the experimental group. On the basis of these results, the researcher placed several recommendations: to take advantage of the results of the study, its recommendations and its educational scheme due to the benefits of programmed Learning supported with instructional aids on the achievement of the students. And holding training courses and seminars for mathematics teachers to introduce them to programmed Learning supported with instructional aids, and how to prepare and evaluate programs, and the introduction of some units programmed Learning supported with instructional aids in mathematics curriculum in Palestinian schools, especially those units difficult. And the use of programmed Learning supported with instructional aids in solving the problem of the students absence from school for some reason such as illness, for example, where the student can continue by his self.
The Effect of Providing the Students of the Basic Seventh Grade with Behavioral Objectives on their Achievement in Mathematics in Governmental Schools in Jenin Area
(2003) Samer Omar Abu-Rub; Dr. Salah Eddin Yaseen
This study was designed to investigate the effect of providing the students of the basic seventh grade with behavioral objectives on their achievement in Mathematics in governmental schools in Jenin area.The study aimed to answer following questions: - does providing the students of the basic seventh grade in Jenin area with behavioral objectives before the teaching process have an effect on their overall achievement in Mathematics? - does providing the students of the basic seventh grade in Jenin area with behavioral objectives before the teaching process have an effect on their mean scores on the sub achievement tests at the level of knowledge, comprehension, application, and high levels from bloom classification for cognitive objectives? The population target of the case study consists of seventh grade students in governmental schools in Jenin during the second semester for scholastic year 2001/2002; the sample covered 123 male students. The researcher designed the study tools, which consisted of prior knowledge test aims at measuring the equality of groups in achievement before conducting the study, and a list of numbers contains (64) behavioral objectives relate with instructive material and the scientific achievement test to measure the students’ achievement for the given material test to measure the perception of course material. To achieve the aims of the study, the unit (Setup Geometry) was used as an instructive subject. The researcher tested the reliability of the tests which were reviewed a group of referees. The researcher used the test and retest method to measure the test stability. Pierson correlation coefficient calculated for the perception test and the constant coefficient was (0.95) this value is accepted to the educators. The researcher analyzed the data using one- way anova analysis and hotel lings test and multivariate k-sample test to test the hypothesis for the study and the result showed: that there were significant differences(α=0.05) between mean scores in overall achievement test and its sub levels (comprehension, and application) attributed to providing the students with behavioral objectives, and the study revealed that there were no significant differences(α=0.05) between mean scores at levels of knowledge, and high levels.

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