Effect of Imaginative Teaching on Achievement and Retention of Math Information for Grade Nine Students at UNRWA Schools in Nablus Area.

Effect of Imaginative Teaching on Achievement and Retention of Math Information for Grade Nine Students at UNRWA Schools in Nablus Area. PDF

Khaled Hasan Moh’d Al Arjah

Supervisor(s)

Dr. Salaheddeen Yassin -

Discussion Commity

103 صفحة

Abstract :

The purpose of this study is to search for the effect of imaginative learning as a teaching method on assessment in Mathematics, keeping mathematical information, recognizing genre’s effect, parents’ educational level, and type of school in assessment and retention of mathematical information. The study tries to answer the following questions: 1. Are there any statistical differences within the concept (0.05 ≥a) in ninth grade students’ assessment in Mathematics due to the traditional imaginative method? 2. Are there any statistical methods within the concept (0.05≥a) in ninth grade students’ assessment in Mathematics due to genre variable? 3. Are there any statistical differences within the concept (0.05≥a) in ninth grade students’ assessment in Mathematics due to parents’ education level? 4. Are there any statistical differences within the concept (0.05≥a) in ninth grade students’ assessment in Mathematics due to school environment, i.e. males, females, coeducation? 5. Are there any statistical differences within the concept (0.05≥a) in the current and delayed assessment of ninth grade students’ assessment in Mathematics? Data were analyzed by using multiple variable analysis and pairs testing to examine the study’s hypotheses. The results were as follows: 1. There are statistical differences within the concept (0.05≥a) between the two pairs average marks: trial (imaginative) and controlled (traditional) in the assessment test in favor of the trial group (imaginative). 2. There are statistical differences within the concept (0.05≥a) between average marks of the case study in assessment test in regard with school environment variable (males, females, coeducation). This hypotheses has the following results: · There are statistical differences within the concept (0.05≥a) among the average marks of the case study in the assessment test between male schools which have an average of (66.1) and coeducational schools which have the average (52.2), all in favor of male schools. · There are statistical differences within the concept (0.05≥a) among the average marks of the case study in the assessment test between female schools which have an average of (62.5) and coeducational schools which have the average (52.2), all in favor of female schools.

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