The Effect of a Proposed Teaching Strategy Based on Mathematical Proficiency in Acquiring Reasoning Thinking among Second-Grade Intermediate Students
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Abstract
This study aims to investigate the effect of a proposed teaching strategy based on mathematical proficiency in acquiring reasoning thinking among second-grade intermediate students.
The researcher adopted a semi-experimental approach (quasi-experimental design), with a sample consisting of 60 students randomly distributed into two equivalent groups: an experimental group (30 students) taught using the proposed strategy, and a control group (30 students) taught using the traditional method. Equivalence between the two groups was established in chronological age, prior achievement, and pre-test scores. Furthermore, a reasoning thinking test consisting of 30 items was developed, distributed across three dimensions: inductive reasoning, deductive reasoning, and logical reasoning, with a reliability coefficient of 0.87 achieved using Cronbach's alpha formula.
The experiment lasted for a full academic semester during the 2024–2025 school year. The results revealed statistically significant differences at the level of (α ≤ 0.05) in favor of the experimental group in reasoning thinking and its three dimensions. The researcher concluded that the proposed strategy is effective in developing reasoning thinking and recommended its implementation in mathematics instruction, as well as conducting similar studies across different educational stages and with other variables.
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