أثر تعلم الطلبة الفلسطينيين لتصنيف المسائل واستخدام المخططات السهمية على قدرتهم في حل المسائل الكلامية

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

fba6b72a-86ba-4cf8-823d-2d34ede6a321

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

59689_1.pdf

بيانات النشر

ترجمة العنوان

EFFECT OF LEARNING A UNIT ON CLASSIFYIN PROBLEMSAND USING ARROW DIAGRAMS ON PALESTINIANSTUDENTS’ ABILITIES TO SOLVE WORD PROBLEMS

ألقاب المؤلفين

[{"name_ar":"إبراهيم مكاوي","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"خولة شخشير صبري","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"فاتنة محمد راتب نمر ادكيدك","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"فطين مسعد","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

أثر تعلم الطلبة الفلسطينيين لتصنيف المسائل واستخدام المخططات السهمية على قدرتهم في حل المسائل الكلامية

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

The aim of this study is to know "Effect of Learning a Unit onclassifying problems and using Arrow Diagrams on Palestinianstudents' abilities to solve word problems". This study attempts to answer the following questions:(1) What is the effect of using arrow diagrams in teaching wordproblem solving, in the area of percentages, on students'abilities to solve such problems?(2) What is the effect of using arrow diagrams in teaching wordproblem solving, in the area of percentages, on students'abilities to solve arithmetic problems?(3) What is the effect of using arrow diagrams in teaching wordproblem solving, in the area of percentages, on students'abilities to solve algebraic problems?(4) What is the effect of using arrow diagrams in teaching wordproblem solving, in the area of percentages, on male students'abilities compared to female students' abilities to solve suchproblems?The population of the study was Jerusalemite eighth graders ingovernment schools in the year 2007 – 2008.The purposive sample consists of two female sections and twomale sections (85 students). They had been selected from twoschools: Kufur Aqab junior boys' school and New Kufur Aqabjunior girls' school.The group had been randomly selected. The boys had beengrouped into two groups: The control group and theexperimental group. The girls had also been grouped the sameway.9 To achieve the purpose of the study, the researcher used twodeveloped tools. The first was a test (pretest and posttest)design to measure the achievement of the students in wordproblem solving in the percentage, and the second is a unit inthe relevant subject which is word problem solving in thepercentage. The tests validity and reliability had beeninvestigated.To test the hypothesis of the study the researcher used "T" test. The results of the study showed the following: (1) There are statistically significant differences at the level ofsignificance (α = 0.05) between the mean of achievement scorein word problem solving in percentage between the control andthe experimental group attributed to the use of arrow diagrams.(2) There are statistically significant differences at the level ofsignificance (α = 0.05) between the mean of achievement scorein arithmetic word problem solving in percentage between thecontrol and the experimental group attributed to the use ofarrow diagrams.(3) There are statistically significant differences at the level ofsignificance (α = 0.05) between the mean of achievement scorein algebraic word problem solving in percentage between thecontrol and the experimental group attributed to the use ofarrow diagrams.(4) There are no statistically significant differences at the levelof significance (α = 0.05) between the mean of achievementscore in word problem solving in percentage between the controland the experimental group attributed to the gender.10 The researcher noticed the difficulty increases in word problemsolving when it is a percentage algebraic word problem, and aone-step word problem solving is easier than a two-step or amulti-step word problem, and unknown result word problemsolving is easier than solving word problems with unknownchange or than word problems with unknown start. Likewise,unknown change in word problem solving is easier than that ofan unknown start.Based on the study the researcher recommends that the arrowdiagrams strategy be adopted for all school levels inmathematics lessons and that researchers would conduct newstudies as to test the best strategy of teaching arrow diagrams.She recommends that relevant qualitative research beconducted in the future.

إشراف وإعداد

الإشراف

إبراهيم مكاوي, خولة شخشير صبري, فطين مسعد

الإعداد

فاتنة محمد راتب نمر ادكيدك

الاقتباسات الببليوغرافية