The Effectiveness of the Educational Prop's Strategy in the Achievement and Numerical Sense of the Third Intermediate Grade Female Students in Mathematics
DOI:
https://doi.org/10.36473/ujhss.v61i3.1652Keywords:
Educational props, achievement, number senseAbstract
The current research aims to know the effectiveness of the educational pillar's strategy in the achievement and numerical sense of the third-grade intermediate students in mathematics. The government middle and high school in the center of Tikrit governorate for the academic year (2020-2021), which numbered (25) schools. The researcher randomly selected (by lot) among them the intermediate (Umm Al-Momineen Secondary School for Girls), which contains three sections for the third intermediate grade, and randomly selected (by lot) section (B) to represent the experimental group (28) students and section (A) to represent the control group (28). ) a female student.
To achieve the goal of the research, the researcher prepared an achievement test of objective tests, and the number of its paragraphs was (30) items (multiple choice), including (26) items of the type of objective items (multiple choice), and (4) items of the essay type and another to measure (sense). Numerical) The number of its paragraphs reached (40) items, and by using the t-test for two independent samples, the research showed that there was a statistically significant difference between the scores of the two research groups in the achievement test in favor of the experimental group.
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