أثر تراكيب كيجان في تحسين القدرة على التفكير الجانبي في الرياضيات  لدى طالبات الصف الحادي عشر

Dema Sabri  Qasem; Ali Mohammad  Alzoubi

doi:10.35516/edu.v50i4.3973

Authors

Dema Sabri Qasem Teacher at the Ministry of Education, Zarqa, Jordan https://orcid.org/0009-0003-6099-2398
Ali Mohammad Alzoubi Department of Curriculum and Teaching, Faculty of Educational Science, Yarmouk Univesity, Irbid, Jordan https://orcid.org/0000-0001-5193-6595

DOI:

https://doi.org/10.35516/edu.v50i4.3973

Keywords:

Kagan structures, lateral thinking, mathematics

Abstract

Objectives: The study aims to investigate the role of Kagan structures in improving lateral thinking in mathematics among eleventh graders.

Methods: The researcher uses the quasi-experimental approach by analyzing pre-post data. The study sample consists of (48) female students from Sukaina Bint AL Hussein Secondary School for Girls in Zarqa. The sample is randomly divided into two groups: an experimental group which includes (24) female students who were taught using Kagan structures and a control group which includes (24) female students who were taught by using the usual methods. The study applies to the first semester of the academic year 2022/20223. The researcher’s study tool is measuring lateral thinking skills through twelve open questions. Validity and reliability are verified.

Results: The results of the study indicate that there are statistically significant differences between the arithmetic means of student’s performance on the post analysis of lateral thinking skills, that is, the arithmetic means of the experimental group (12.63 ± 1.72) and control group (7.25± 3.04) are in favour of the experimental group that was taught by using Kagan structures.

Conclusion: The study recommends applying Kagan structures in other areas of teaching mathematics as it verifies their impact on other aspects of mathematical thinking.

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