Using divergent thinking strategies to teach geometry and measurement and their impact on the achievement of second-year intermediate studentsPreparation

Abstract

The research aimed to identify the effect of using divergent thinking strategies to teach geometry and measurement on the achievement of second-year intermediate students. To achieve this goal, a null hypothesis was formulated and a purposive sample was selected from Alton Bridge Secondary School for Boys from second-year intermediate students, and two groups were randomly assigned: “A” group, a sample for one group. An experimental group taught according to divergent thinking strategies with (27) students and Section “B”, a sample of a control group taught according to the usual method with (26) students. The failing students were excluded to avoid the experience variable. Then the students of the two groups were equalized with the variables: academic achievement in mathematics for the first grade. Average: IQ score, age in months, before the experiment began to ensure that the students of both groups were on the same starting line. Teaching was conducted by one of the researchers according to the plans prepared for the engineering and measurement class. The experiment lasted (15) lessons. An achievement test was prepared consisting of 16 questions from the type of multiple choice and specific questions were answered according to the test map procedures, and its difficulty coefficient, validity, and reliability were verified. The data were analyzed using statistical methods, the Kuder-Richardson coefficient of 20, and the t-test for two independent samples. The research concluded that teaching mathematics according to divergent thinking strategies has a high impact on the achievement of second-grade intermediate students. In light of this result, the researchers made a number of recommendations, including directing mathematics teachers’ attention to taking into account divergent thinking strategies in employing activities and tasks inside and outside mathematics lessons, which was based on to divergent thinking, the research also presented proposals for several studies complementary to its results, including the effectiveness of divergent thinking strategies in developing productive desire among first-year middle school students.