فاعلية استخدام استراتيجية سوم (SWOM) في التحصيل المباشر والمؤجل لدى طلبة الصف الرابع الأساسي في الرياضيات في محافظة سلفيت
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Date
2024-03-03
Authors
حمدان طالب حمدان سلمان
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Abstract
Abstract
This study aimed to explore the effectiveness of the SWOM strategy in direct and delayed achievement among fourth-grade students in mathematics in Salfit Governorate. It sought to answer the main question: What is the impact of applying the SWOM strategy on direct and delayed achievement among fourth-grade students in mathematics in Salfit Governorate, and is there a correlational relationship between them? To answer this question, a quasi-experimental design was adopted on a purposive sample of fourth-grade students, numbering 61 male students from Qarawat Bani Hassan Boys' Elementary School in Salfit Governorate.
The study sample was divided into two groups; a control group consisting of 31 male students, and an experimental group consisting of 30 male students. The experimental group studied the content of the decimal fraction unit for the fourth grade using the SWOM strategy, as per the lesson plans prepared by the researcher. In contrast, the control group followed the traditional method according to the mathematics textbook prescribed in Palestine for the academic year (2022/2023) for the fourth grade. Direct and delayed achievement tests were used as the study tool.
Data was analyzed using the SPSS statistical package. The results showed a statistically significant difference at the significance level (α≥0.05) between the mean scores of the experimental group and the control group in the delayed achievement test, favoring the experimental group that was taught using the SWOM strategy. The effect size was calculated using Eta squared, which was found to be 15.6%, indicating a significant impact.
In light of these results, the study recommended conducting training courses for specialists in the Ministry of Education to design educational materials using the SWOM strategy. It also recommended training supervisors in the Directorates of Education on how to evaluate the application of the SWOM strategy and its tests and correct as required. Additionally, the Ministry was advised to train mathematics teachers in-service on employing and using modern teaching strategies that effectively contribute to increasing immediate and delayed achievement among learners at different educational stages, including the SWOM strategy. Finally, the study suggested researchers should investigate the impact of the SWOM strategy in the educational process on developing new methods and approaches to problem-solving.
Keywords: SWOM Strategy, Direct and Delayed Achievement, Mathematics.