فاعلية تصميم تعليمي-تعلمي على وفق منشطات استراتيجيات الادراك في التحصيل لدى طلاب الصف الثاني متوسط في مادة الرياضيات

Abstract

The aim of the research is to find out the effectiveness of an instructional-learning design according to the activators of cognition strategies in the achievement of second- intermediate grade students in mathematics. The significance (0.05) between the mean scores of the experimental group students who studied the subject taught by the instructional design according to the cognitive strategies activators and the control group students who studied the subject in the usual way in the achievement test, and the research sample consisted of (44), Students of the second intermediate grade were divided into two research groups (experimental and control) and equivalence was made between my groups in the variables (chronological age, previous achievement in mathematics, previous requirements, intelligence). The achievement test was built, which consisted of (30) objective items, and applied On an exploratory sample to verify the clarity of its paragraphs and instructions, determine its time, conduct statistical analyzes, and verify the psychometric properties, and after applying it to the two research groups, its results were analyzed using statistical tools such as Pearson correlation coefficient, Alpha Crow-Nbach equation and equation (t-test) for two independent samples, the results indicated that there is a statistically significant difference in favor of the students of the experimental group, and the researcher reached a set of conclusions, including that teaching according to the instructional-learning design according to and in the light of the conclusions, a number of proposals and recommendations were developed.