Constructing a training program based on the (S.A.M.R)‎ model and its impact in the creativity levels of mathematics teachers

Abstract EN

The current research aims to construct a training program based on the Substitution Augmentation Modification Redefinition (S.A.M.R) model and find out its impact on the creativity levels of mathematics teachers.

To verify the research objective, the following null hypothesis was developed: "There is no statistically significant difference at the level (0.05) between the average scores of the mathematics teachers of the experimental group who were subjected to the training program based on the (S.A.M.R) model and the average scores of the mathematics teachers of the control group who did not subject to the training program in the creativity levels test".

The researchers adopted the experimental research method and experimental design for the control group with the post-test.

The program was built and the experiment was applied to a sample of mathematics teachers for the second intermediate grade, which numbered (31) teachers, with (15) teachers for the experimental group and (16) teachers for the control group, for the academic year 2021 -2022.

Equivalence was carried out between the two groups of teachers in the variables (exact specialization, years of service, number of training courses, intelligence, creative thinking).

The research tool, represented by the creativity levels test, was built, and its validity and reliability were verified, and the teachers of the experimental group were trained based on the training program (S.A.M.R.) model, and after completing the application of the experiment, the research tool was applied to both groups.

The results of the T-test for two independent samples showed the superiority of the experimental group teachers over the control group teachers in testing creativity levels.

In light of the results, the researchers concluded that the training program based on the SAMR model had a positive impact in raising the creativity levels of the experimental group teachers.

It also contributed to meeting their training needs and improving their ability to prepare daily lessons by applying what they learned during the training sessions.

Moreover, the integration of technology into mathematics teaching is in line with recent developments in the educational field and the development of various curricula on the one hand, and the capabilities of teachers on the other.-