The effect of looping strategy on achievement and contemplative thinking for students of the fourth scientific grade in mathematics
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Abstract
The current study aims to identify the impact of the ring-marking strategy on achievement and contemplative thinking for students of the fourth scientific grade in mathematics, the study sample consisted of (70) students from the fourth scientific class in the science high school for girls (Salahuddin Education Directorate, Tikrit District, for the academic year (2019-2020), in which there are five divisions for the fourth grade of science, two divisions were randomly selected, distributed to two experimental groups, the first (36) students studied in the ring-recording strategy, and the second group (34) A student who studied in the usual way, parity was carried out between the two groups in some variables, including (degree of intelligence, previous achievement, and time life calculated by months, and previous information). For reflection from (20) test items of a multiple choice type, after confirming the honesty and consistency. After applying the experiment, I used the appropriate statistical means for the research, the results showed that there is a statistically significant difference at the level (0.05) between the average scores of the two research groups for the achievement test and for the reflection thinking test and for the benefit of the experimental group
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