اثر استراتيجية التنافس الجماعي في التحصيل بمادة الرياضيات لدى تلاميذ التربية الخاصة

Abstract EN

The current study aims at highlighting the effect of collective competition strategy on the achievement of the special education pupils in Mathematics.

To Achieve this task, the researcher hypothesizes that there is no statistically significant difference at (0.05) level between the mean of the degrees of the experimental group that follow the collective competition strategy and the controlled group of special education pupils that follow the ordinary approach in mathematics.

The study sample consists of 24 male and female third grade pupils.

The researcher prepared a thirty item achievement test to exam in their achievement in mathematics.

The researcher extracted the face validity and reliability of the test, and then prepared the teaching plans for the experimental group according to the collective competition strategy, and ordinary plans for the controlled group.

The experimental design of equivalent groups has been employed, and some variables in both groups have been equalized.

The researcher used some statistical means to analyze the results (CHI square, T-test for two independent samples, and Pearson Correlation coefficient).

The results show a significant difference between the mean of the high grades obtained by the experimental group that followed the collective competition strategy and the ordinary group that followed the ordinary approach in their achievement in mathematics.

The researcher comes up with some conclusions and suggestions for further research in this domain-KEey Words: The Effect of Collective Competition Strategy on Achievement in Mathematics By Special Education Pupils-Special Education Pupils Achievement in Mathematics Collaborative Learning Slow learning Experimental and control group