[ في تحصيل تلامذة الصف التاسع الأساسي في الهندسة
Van Hiele
اثر استخدام الأنشطة التعليمية المصممة وفق مستويات التفكير الهندسي لفان هيل ]
Volume 20, Issue 3, June 2017, Pages 804–816
Abdu Saleh Muhsen Bahooth1
1 Mohammed V University, Faculty of Science Education, Morocco
Original language: Arabic
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study was to examine the effects of using Instructional Geometric Activities (IGA) designed based on Van Hiele Thinking levels on Ninth grade students’ achievement. The sample of study consists of 30 students (male and females). A total of 15 students were in the treatment group and 15 were in the control group. The treatment group was taught Geometry through the regular method supported by the (IGA), while the control group was taught Geometry through the regular method used in the school without (IGA). Previous knowledge test in the scientific material and students’ performance in the previous year were used to identify students’ initial levels of Geometric understanding. Both treatment and control group students’ achievement was measured by using achievement test developed by the researcher. Using the equation (Kuder-Richardson-20), the test raw score registers a reliability of 0.82. The analysis of the test using (ANCOVA) showed that significant differences between the mean scores of treatment group and the control group in terms of the dimensional achievement test as a whole and in each of its levels.
Author Keywords: Instructional Activities, levels of geometric, Geometric.
Volume 20, Issue 3, June 2017, Pages 804–816
Abdu Saleh Muhsen Bahooth1
1 Mohammed V University, Faculty of Science Education, Morocco
Original language: Arabic
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The purpose of this study was to examine the effects of using Instructional Geometric Activities (IGA) designed based on Van Hiele Thinking levels on Ninth grade students’ achievement. The sample of study consists of 30 students (male and females). A total of 15 students were in the treatment group and 15 were in the control group. The treatment group was taught Geometry through the regular method supported by the (IGA), while the control group was taught Geometry through the regular method used in the school without (IGA). Previous knowledge test in the scientific material and students’ performance in the previous year were used to identify students’ initial levels of Geometric understanding. Both treatment and control group students’ achievement was measured by using achievement test developed by the researcher. Using the equation (Kuder-Richardson-20), the test raw score registers a reliability of 0.82. The analysis of the test using (ANCOVA) showed that significant differences between the mean scores of treatment group and the control group in terms of the dimensional achievement test as a whole and in each of its levels.
Author Keywords: Instructional Activities, levels of geometric, Geometric.
Abstract: (arabic)
هدفت الدراسة إلى معرفة أثر الأنشطة التعليمية المصممة وفق مستويات التفكير الهندسي لفان هيل في تحصيل تلامذة الصف التاسع الأساسي في الهندسة، وتكونت عينة الدراسة من (30) تلميذ وتلميذة، تم توزيعهم إلى مجموعتين، قوام كل مجموعة (15) تلميذ وتلميذة، وتم تدريس المجموعة التجريبية بالطريقة الاعتيادية المدعمة بالأنشطة التعليمية المصممة وفق مستويات التفكير الهندسي لفان هيل في حين درست المجموعة الضابطة نفس المحتوى بالطريقة الاعتيادية بدون الأنشطة التعليمية، وقد كوفئت المجموعتين قبليا عن طريق اختبار للمعرفة السابقة في المادة العلمية قيد التجريب، وفي التحصيل السابق في مادة الرياضيات للسنة السابقة، ولتحقيق هدف البحث والتحقق من فرضياته، تم إعداد اختبار تحصيلي مكون من (30) فقرة من نوع الاختيار من متعدد، وباستخدام معادلة (Kuder-Richardson-20) بلغ ثباته (0.82)، وتم استخدام تحليل التغاير (ANCOVA)، لاختبار الفرضيات، وأسفرت نتائج الدراسة عن وجود فرق دال إحصائي بين متوسطي درجات المجموعتين التجريبية والضابطة في الاختبار التحصيلي البعدي ككل وفي كل مستوى من مستوياته كلاً على حدة، لصالح المجموعة التجريبية.
Author Keywords: الأنشطة التعليمية، مستويات التفكير الهندسي، الهندسة.
How to Cite this Article
Abdu Saleh Muhsen Bahooth, “The Effects of Van Hiele Instructional Geometric Based Activities On Ninth Grade Students’ Achievement,” International Journal of Innovation and Applied Studies, vol. 20, no. 3, pp. 804–816, June 2017.
