The Effect of the Mathematical Representations Strategy on the Achievement of Students in the Fourth Class Scientific Branch in Physics
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Abstract
The aim of the current research is to identify the effect of the mathematical representations method on the academic achievement of fourth grade students in physics. For this purpose, the researcher developed a hypothesis and conducted an experiment on the two research groups over the first semester of the 2023/2024 academic year to verify its validity. The researcher chose fourth-year scientific students in Al-Ghufran Secondary School affiliated with the Abu Ghraib Education Department within the General Directorate of Education Al-Karkh/1. He selected a sample for his research. It consisted of (64) students, divided into 32 students in each group.
After the researcher prepared the requirements for the experiment, which consisted of specifying the scientific material, behavioral objectives, and teaching plans for the two groups, in addition to preparing the achievement test that he applied at the end of the experiment, which consisted of 30 objective items of the multiple-choice type, after its validity and reliability had been confirmed and the difficulty and ease coefficient had been calculated. Before starting to implement the experiment, the researcher rewarded the two research groups with variables (chronological age in months, physics grade in the third intermediate grade, parents’ academic achievement, previous information, and intelligence).
At the end of the experiment, the two groups were tested with an achievement test, and after analyzing the results by applying the T-test rule for two independent samples, the results revealed that the students in the experimental group outperformed the students in the control group, and thus the hypothesis was rejected, meaning that the method of mathematical representations contributed to raising the level of achievement among fourth-year scientific students.
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