فاعلية تصميم تعليمي – تعلمي قائم على دمج انموذجي التعليم الواقعي مع النمذجة المعرفية في التفكير التحليلي لطلاب الصف الرابع العلمي في مادة الرياضيات

Abstract

The present research aims to identify the effectiveness of an instructional-learning design based on integrating the two models of realistic education with cognitive modeling in the analytical thinking of fourth-grade students in mathematics. To achieve the research objective, the researchers relied on the experimental design of the two research groups (experimental and control). The research sample was represented by fourth-grade scientific students at Dhi Qar Secondary School for Boys, affiliated to the Directorate of Education of Babylon. By random assignment, students of Division (B) were chosen to represent the experimental group, with (31) students, and students of the Division (A) to represent the control group with (31) students. The two researchers studied the two research groups during the trial period of the first course of the year (2021-2022), and conducted statistical equivalences between the students of the two research groups in the variables (chronological age of students calculated in months, degrees of previous achievement, test of previous information in mathematics, intelligence test Oates - Lennon).To achieve this goal, the null hypothesis was formulated “there is no statistically significant difference at the significance level (0.05) between the average scores of the experimental group that was studied according to the proposed model and the average scores of the control group that was studied in the traditional way.” The researchers identified the research community, which represents secondary and middle schools. It is affiliated with the Directorate of Education of Babylon, and Dhi Qar High School for Boys was chosen randomly, as the research sample consisted of (62) students, (31) students for the experimental group and (31) students for the control group. The researchers prepared an educational-learning design that included educational objectives, content, accompanying activities, and teaching aids. The researchers verified its validity by presenting it to jury members. To apply the research and collect data, the researchers prepared the first test: the previous information in mathematics (16) paragraphs of the type of multiple choice, and the second test: a test in analytical thinking skills consisting of (28) objective paragraphs (multiple choice), in addition to the intelligence test (Oates-Lennon) consisted of (50) objective paragraphs, and the psychometric characteristics of the tests (discriminatory power, difficulty and ease coefficient, and the effectiveness of wrong alternatives) were calculated, and after verifying the validity and reliability of the tests. The tests were applied to the two groups (the research sample) and the data was processed statistically using a t-test for two independent samples through the statistical program (spss). The results showed that there was a statistically significant difference in favor of the experimental group, who were studied according to the proposed instructional-learning design in the analytical thinking test. And between the control group, which was studied according to the usual method, and through these results, the researchers reached a set of conclusions, recommendations and suggestions