أثر تصميم تعليمي قائم على استراتيجية التعليم من أجل الفهم في تحصيل مادة الرياضيات لدى طالبات الصف الخامس العلمي

Abstract EN

The objective of the current research is to identify the effective of the suggested instructional design that based on the teaching strategy for understanding in achievement for students(girls) of mathematics in the fifth grads secondary school .

To achieve the research goal, the empirical research method is depended.

In this method a realistic empirical design pre-test of two equivalent sets to determine the students’ grade is used.

The following zero hypotheses is formulated “There is no statistical difference for the faction at 0.05 between the mean grad for the students of the empirical group who studied the subject using the Instructional design based on the teaching strategy for understanding and those who studied the same subject using traditional way in the grade testing.” The research society is determined with the studying secondary school for girls in public directorate Baghdad AL-Kurkh.

08students in the fifth grade are selected randomly Then they are divided into two groups ; empirical group are taught according to the the suggested instructional design that based on the teaching strategy for understanding and uniform group that are taught using the traditional way.

The equivalence between the two groups is made using different variables (age, the previous grade for mathematic subject, intelligent and previous knowledge in mathematic test).

To achieve the experiment's aims and collect its information, a multiple choices identification test of 40 objective paragraphs is formulated.

After the test is presented to a set of experts and it is verified, it is applied o an exploratory sample to determine the test paragraph clarity, test instruction and test time, make an appropriate statistical analysis and validate the test verification and reliability.

After that the test is be applied on the one research group.

The results show that student that are taught it’s the instructional design is perform higher than the student who taught within the traditional way.

The research conclude that teaching with the instruction design that based on the teaching strategy for understanding.

Impact in improving the student grades of the empirical group than uniform group.

Emphasis on under standing the subject and related the new topic with the previous one, lead to the cohesion of the scientific subject for them, that provide high ability of thinking and information using.

For future work, we suggest make a similar sting for boys within the same grade to compare the results and also make a study using teaching strategy for understanding as a frame work on the graduated students in the mathematic department of educational colleges; by considering them as a teach in the future; analyze its impact on their students during their training in secondary school.