أثر إستراتيجية التخيل الموجه في تحصيل طلاب الصف الثاني المتوسط في مادة الرياضيات و تفكيرهم التأملي

Abstract EN

The current research aims to know (the impact of guided imagery strategy in the collection of second-graders average in mathematics and reflective thinking), through the verification of the following assumptions: 1.

No statistically significant difference in the significance level (0.05) between the average scores of the experimental group students who studied the strategy of guided imagery and the average score for the control group students who studied in the traditional way in the achievement test.

2.

No statistically significant difference in the significance level (0.05) between the average scores of the experimental group students who studied the strategy of guided imagery and the average score for the control group students who studied in the traditional way to test reflective thinking.

The sample consisted of 56 students distributed into two experimental consisted of 28 students, and the control group consisted of 28 students, was equal groups of variables (chronological age, educational former math for first grade average, the IQ test), has The sample chosen randomly from (secondary Olive typical) of the Directorate of Education in Anbar province, the researcher developed two tests first (Theselaa) be one of the 40 items of the type (multiple-choice), and the second (reflective thinking) and be one of the (20) items, has was extracted validity and reliability of both tests.

The researcher taught the experimental group Bstratejah guided imagery, and the control group in the traditional way, and after the end of the experiment, the application of the two tests (grades and reflective thinking) on the two sets of research; The results showed: 1.

No statistically significant difference in the significance level (0.05) between the average scores of the experimental group students who studied the strategy of guided imagery and the average score for the control group students who studied in the traditional way in the achievement test, and in favor of the experimental group.

2.

No statistically significant difference in the significance level (0.05) between the average scores of the experimental group students who studied the strategy of guided imagery and the average score for the control group students who studied in the traditional way to test reflective thinking, and in favor of the experimental group.