Teaching nodal analysis using divergent thinking strategies and its impact on the achievement of fourth-grade students, Department of Mathematics

Abstract

The research aimed to identify the impact of teaching nodal analysis using divergent thinking strategies on the achievement of fourth grade students in the Department of Mathematics, College of Education for Pure Sciences. A zero hypothesis was formulated to verify this goal. The research was applied in the academic year 2022-2023 on a sample of fourth-grade students in the Department of Mathematics / College of Education for Pure Sciences. The sample reached (131) male and female students, with (67) male and female students for the experimental group that studied the strategy based on divergent thinking. And (64) male and female students for the control group that studied in the usual way. The researchers prepared an achievement test consisting of (20) test items of the multiple-choice type, and we measure the five Bloom levels (remembering, understanding, application, analysis, structure), and the validity of the apparent and content was verified. Codder Richardson coefficient - 20 for the data 0.73, and the SPSS program was used to analyze the data using the t-test for two independent samples, and the results showed the ability to teach using divergent thinking strategies in the achievement of fourth grade students.The research presented a set of recommendations and proposals complementary to this research.