The Impact of Guided Imagination Strategy on Achievement and  Mediative Thinking for  Second Intermediate Female Students in Mathematics

MeaadJassemAlsaray,; Al Kafaji, GhufranJassemAbass

	The Impact of Guided Imagination Strategy on Achievement and Mediative Thinking for Second Intermediate Female Students in Mathematics
Journal of College of Education
Article 1, Volume 1, Issue 4, 2017, Pages 221-248
Authors
; GhufranJassemAbass Al kafaji
Abstract
The present study aims at investigating the impact of guided imagination strategy on achievement and meditative thinking for second intermediate female students in mathematics through testing two null hypotheses :. 1- there is no statistically significant difference(α=0.05)between the mean scores of the experimental group students who were taught by using guided imagination strategy and the control group students who were taught by using the traditional method in mathematics achievement test. 2- there is no statistically significant difference(α=0.05) between the mean scores of the experimental group students who were taught by using guided imagination strategy and the control group students who were taught by using the traditional method in meditative thinking skills. The study sample was selected from Al-Rahma Intermediate school for girls of city Baghdad Al-Russafa the third Directorate, where the second grade in the school consists of eight classes two classes which are (A) and (B) classes have been chosen randomly, totaling (83) students where class (A) represents the experimental group students who were taught by using guided imagination strategy and class(B)represents the control group students who were taught by the traditional method, After excluding the repeaters of the school year (2014-2015) for consisted of (77) female students have been distributed into (37) students represents the experimental group and (40) students represents the control group. The equivalence of the study group in variables of age, intelligence, previous achievement in mathematics, previous knowledge test and meditative thinking skills test .The researcher has prepared lesson plans for teaching the syllabus materials including (chapter six: linear geometry, chapter seven: plane. geometry, chapter eight: triple space geometry). The experiment was applied during the second semester of the academic year (2015-2016). And for measuring the two groups in their achievement in mathematics, the researcher has prepared an achievement test consisted of (40) multiple choice items. After ensuring the test validity, reliability, and difficulty level for the two tests items, it has been applied. Then, a test for measuring meditative thinking skills which are (mediate, observing, detecting fallacies, reaching conclusions, giving convincing explanations) has been prepared by the researcher. This test is consisted of (20) multiple choice items distributed on four skills. The researcher has used several statistical tools for analyzing data such as (T. test), (X²) test and (SPSS). The obtained results are as follows:. 1-there is a statistically significant difference (α=0.05) between the mean scores of the experimental and control group in mathematic achievement test in favor of the experimental group. there is a statistically significant difference (α=0.05) between the mean scores of the experimental and control groups in meditative thinking skills test in (meditative observation, detecting fallacies, reaching conclusions, giving evincing explanations,) favor of the experimental group. The researcher believes that the superiority of the experimental group to the control group is due to the impact of guided imagination strategy. In the light of these results, the researcher has recommended the need to encourage mathematics teachers to use guided imagination strategy in their teaching through their participation in training courses concerning this strategy so that they can help students to develop their meditative thinking. And their participation in training courses concerning to teaching them meditative thinking skills in mathematics at the level of the general directorates of Education Complementing this study, the researcher has suggested study to investigate the obstacles of applying guided imagination strategy in teaching mathematics at intermediate and preparatory schools.

Statistics Article View: 198 PDF Download: 171