The Effect of Using Three Teaching Strategies in Intermediate Girls Pupils’ Achievement and Their Motivation Towards Mathematics
DOI:
https://doi.org/10.17605/cajssh.v7i1.1263Keywords:
Six Thinking Hats strategy, learning stations strategy, station rotation model, snowball strategy, academic achievement, learning motivation, creative thinking, mathematics education, active learning strategies, instructional design, constructivist theory, problem-solving skills, intermediate school students, educational measurement, teaching strategiesAbstract
The current study aims to identify the effect of using three teaching strategies on the academic achievement of middle school female students and their motivation towards mathematics through the following hypotheses: 1- There is no statistically significant difference at the 0.05 significance level between the mean scores of the first experimental group and the second experimental group in the achievement test. 2- There is no statistically significant difference at the 0.05 significance level between the mean scores of the first experimental group and the third experimental group in the achievement test. 3- There is no statistically significant difference at the 0.05 significance level between the mean scores of the second experimental group and the third experimental group in the achievement test. 4- There is no statistically significant difference at the 0.05 significance level between the mean scores of the first experimental group and the second experimental group in the mathematics motivation scale. 5- There is no statistically significant difference at the 0.05 significance level between the mean scores of the first experimental group and the third experimental group in the mathematics motivation scale. 6- There is no statistically significant difference at the significance level (0.05) between the mean scores of the second experimental group and the third experimental group students on the motivation towards mathematics scale.
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