The Effect of the Directed Imagination Strategy on the Achievement of Fourth-Grade Students in Mathematics and Their Analytical Thinking
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Abstract
The aim of the research is to know (the effect of the directed imagination strategy on the achievement of fourth-grade students in mathematics and their analytical thinking) by verifying the following two null hypotheses:
1. There is no statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied with the strategy of directed imagination and the average scores of the control group students who studied in the traditional way in the achievement test.
2. There is no statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied with the strategy of directed imagination and the average scores of the control group students who studied in the traditional way in the analytical thinking test.
The sample of the research is consisted of (64) female students, and they were divided into two groups: an experimental group consisting of (34) female students, and a control group consisting of (30) female students. The sample was intentionally from (Al-Waqah Preparatory School for Girls) affiliated to the Directorate of Education of Nineveh Governorate. The researcher prepared two tests, the first (acquisitive) consisting of (40) items of the type (multiple choice), and the second (analytical thinking) consisting of (20) items of the type (choice). From multiple), the validity and reliability of both were extracted.
The researcher taught the experimental group using the strategy of directed imagination, and the control group using the traditional method. After the experiment ended, the two tests (achievement and analytical thinking) were applied to the two research groups. The results showed:
1. There is a statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied by the strategy of directed imagination and the average scores of the control group students who studied in the traditional way in the achievement test, in favor of the experimental group.
2. There is a statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied by the strategy of directed imagination and the average scores of the control group students who studied by the traditional method in the analytical thinking test, in favor of the experimental group.
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