The Effect of Cognitive Apprenticeship Strategy on Mathematics Achievement of Second-Grade Intermediate Students and Their Mathematical Proficiency
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Abstract
The current study aimed at investigating the effect of cognitive apprenticeship strategy (henceforth, CAS) on students' achievement in mathematics and their mathematical proficiency.
The research sample consisted of (66) students selected from the second intermediate grade divided into two groups. One group was experimental included (33) students, which was taught using CAS; while the second one was control group consisted of (33), which was taught using the conventional method. A test of achievement consisting of (25) items was used to assess the parameters of cognitive mathematical proficiency including: conceptual understanding, procedural fluency, strategic competence and adaptive reasoning. In addition, there were (20) items to a measure the emotional parameter; as well as (15) items to measure the productive disposition.
The psychometric characteristics were verified using the appropriate statistical tools. The study results showed that the experimental group outperformed the control group regarding achievement test, test of mathematical proficiency strands and measurement of productive disposition.
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