فاعلية استخدام معمل الرياضيات في التحصيل و تنمية مهارات التفكير الناقد لدى طلبة الصف التاسع الأساسي في محافظة شمال الباطنة-سلطنة عمان

Abstract EN

This study aims to investigate the effectiveness of using mathematics laboratory in the students’ achievement and the development of critical thinking skills of basic education grade nine students in mathematics subject.

The researcher used a quasi-experimental research approach.

The study sample consisted of (54) basic education grade nine students.

They were divided into two groups.

The first group was the experimental group which was chosen from Abdullah bin Anees Basic Education School (5-12).

It involved (30) students who studied "Circle Geometry" unit using mathematics laboratory.

The second group was the control group which was chosen from Salamah Bin Saad Basic Education School (5-12).

This group included (24) students who studied the same unit by using the traditional way of teaching.

The two groups' equivalence in the achievement and in critical thinking was assured previously.The researcher developed a manual for teaching " Circle Geometry" unit for grade nine of basic education and it was validated through expert judgment.

Two study tools were developed.

The first one was an academic achievement test and the second one was a critical thinking skills test.

Both tools were checked for their validity by reviewing them by a group of experts.

Moreover, they were checked for their reliability by using internal consistency method (Cronbach's alpha method) which was (0.84), and (0.72) respectively.

T-test and Pearson correlation coefficient were used to answer the study questions.

The results showed that there was a significant difference at (0.05) level in the post- achievement test between the average marks of grade nine students for the experimental and the control groups in favor of the experimental group.

In addition, there was a significant difference on the 0.05 level in the post-critical thinking skills test between the average marks of grade nine students in the two groups; the experimental and control in favor of experimental group.

The study recommends activating the use of mathematics laboratory, making mathematics teachers aware of its importance and training them to be able to use it in the classroom.