أثر برنامج تعليمي قائم على التعلُّم المُنظّم ذاتيًّا في التفكير الإبداعي لدى طَلبةِ الحلقة الثانية من مرحلة التعليم الأساسي في سلطنة عُمان في ضوء الكفاءَة الذاتيّة في الرياضيات

Mahmood Mohammed Alkhadhuri; Khoula Zahir Alhosni

doi:10.35516/edu.v51i4.7695

Authors

Mahmood Mohammed Alkhadhuri Department of Assessing Mathematics Learning, Center of Educational Assessment and Measurement (CEAM), Ministry of Education, Muscat, Sultanate of Oman. https://orcid.org/0009-0007-8920-4366
Khoula Zahir Alhosni Department of Curricula and Instruction, College of Education, Sultan Qaboos University, Muscat, Sultanate of Oman https://orcid.org/0000-0003-3961-0941

DOI:

https://doi.org/10.35516/edu.v51i4.7695

Keywords:

Instructional program, Self-regulated learning, Mathematical creative thinking, Mathematics self-efficacy.

Abstract

Objectives: This study aims to investigate the impact of an educational program based on self-regulated learning on the creative thinking of students in the second cycle of basic education in Oman. It also sought to determine the variation in their creative thinking based on their level of self-efficacy in mathematics.

Methods: The study adopted a quasi-experimental design with two groups and pre- and post-measurements. The sample consisted of 99 ninth-grade students, divided into two groups: an experimental group of 53 students, who were taught using the educational program based on self-regulated learning, and a control group, who were taught using the traditional method. Students were classified according to their level of self-efficacy in mathematics (high, low) based on a pre-measurement using the self-efficacy scale.

Results: The results showed a statistically significant difference at the level of (α = 0.05) in creative thinking in mathematics and its skills, attributed to the teaching method in favor of the experimental group. The results also revealed a statistically significant difference at the level of (α = 0.05) in creative thinking in mathematics and its skills, attributed to self-efficacy in mathematics, in favor of students with high self-efficacy. The study concluded that there was no interaction between the educational program and self-efficacy in mathematics regarding creative thinking in mathematics.

Conclusions: The study recommends incorporating the proposed educational program, based on self-regulated learning, into professional development programs for teachers and encouraging them to use it.

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