أثر استراتيجية التخيل في تحصيل مادة الرياضيات والتفكير البصري لدى طلاب الصف السادس العلمي الاحيائي

Abstract

The  goal  of  this  research  is  to  identify  the  effect  of an imaginary  strategy  in an achievement of  mathematics  subject  and  visual thinking for sixth  grade  biological  science secondary  school students. To  implement  the  research  goal, the  researchers  adopted  two  group experimental  research  approach (experimental and  control)  with  pre-test. The  following zero hypotheses  are  developed: 1. There is no statistical difference at level 0.05 between the average scores of sixth grade biological science secondary school students who learned the mathematics subject  according to the imaginary strategy (experimental group) among students who learned the same subject on the usual way (control group) in  achievement test. 2. There is no statistical difference at level 0.05  between the average scores of sixth grade biological science secondary school students who  learned the mathematics subject  according to the imaginary strategy (experimental group) among  students who learned the same subject on the usual way (control s group) in visual thinking test. The research community is identified with sixth grade from public directorate Al-Karkh1. 60  students are randomly elected s to be the research sample which  is parted into two groups: - An experimental group which studied according  to imaginary strategy. - A control group which studied  according  to usual way. The parity  procedure is made between the groups with different variables (thepervious  achievement of mathematics,  intelligent scale,  age). visual thinking  test is structured  to  collect the data for the experiment.This  test consists of 14 test items with subjective type. The achievement test consists s of 10 test items with  essay  type. proper statistical  analysis is made to  ensure s the  syco-meterics proprieties of the test. The results show the superiority of  the experimental group who studied  according to imaginary strategy to those who studied according to the usual  way.