Article Title

The Effectiveness of teaching mathematic in the cube Strategy in for first intermediate pupils’ achievement and developing their attitudes towards it

Authors

Arwwa Hammad Khalil, The general Directorate of Salah al-Din Education, IraFollow

Document Type

Original Study

Abstract

The aim of the research is to know (the effectiveness of teaching mathematics using the cube strategy in the achievement of first-grade intermediate students and the development of their attitudes towards it). The research sample consisted of (63) students of the first intermediate grade, and they were divided into two groups: an experimental group with (33) students, and a control group with (30). After the researcher rewarded them statistically in the variables: (chronological age, intelligence test, measure of attitude towards mathematics).

The researcher herself taught mathematics to the students of the experimental group according to the cube strategy, and the students of the control group according to the usual method. The researcher prepared an achievement test that consisted of (40) objective items of the type of "multiple-choice", and prepared a measure of attitude towards mathematics that consisted of (30) items with three alternatives (agree, neutral, disagree), and their validity and reliability were verified; After completing the experiment and applying the two tools to the two groups, the researcher analyzed the results and showed: There is a statistically significant difference at the significance level (0.05) between the average scores of the students of the experimental group who studied with the cube strategy and the average scores of the students of the control group who studied in the usual way in the achievement test and scale The trend towards mathematics, in favor of the experimental group.

Recommended Citation

Khalil, Arwwa Hammad (2022) "The Effectiveness of teaching mathematic in the cube Strategy in for first intermediate pupils’ achievement and developing their attitudes towards it," Journal of STEPS for Humanities and Social Sciences: Vol. 1 : Iss. 3 , Article 25.
Available at: https://doi.org/10.55384/2790-4237.1087

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