أثر تصميم تعليمي-تعلمي على وفق تراكيب كيجان (Kagan)‎ في تحصيل طلاب الصف الأول المتوسط في مادة الرياضيات

Abstract EN

The impact of instructional design-learning according to the Kagan structures in the achievement of the first grade students in mathematics Research Objective Know the effect of instructional design - learning according to the Kagan structures in the achievement of first grade students in mathematics.

In accordance with the research objectives, the researcher adopted the experimental research method, and used the experimental design with the two sets of post-test to measure the achievement and put the zero hypothesis: - There was no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who studied the design (educational-learning) according to Kagan structures (Kagan) and students of the control group who studied according to the usual method in the achievement test.

The research community may determine the average first grade students in the middle and secondary schools of the Directorate General of Education Baghdad / Karkh first, and random selection was selected sample of the research consists of (80) students of the first row of the average of for boys divided into two groups of research:the medium Mustafa - Experimental group studied in the design (educational-learning) according to the structures Kagan.

- A control group studied in the normal manner.

In order to achieve the objectives of the research and the collection of the data for the experiment, a collection test was constructed, consisting of (35) thematic paragraphs of the type of multiple choice, which were applied Test on a sample to verify the veracity of the test paragraphs and instructions and determine the time and conduct the appropriate statistical analyzes, and confirm the cykometric characteristics, according to which the test is ready to be applied to the two sets of research.

After the test was applied to the two groups, the results were analyzed using the appropriate statistical tools such as Pearson correlation coefficient, Kiodrichardson-20 equation, and t-test of two independent independent samples.

The results indicated that there was a statistically significant difference for the students of the experimental group who studied the design (Kagan) in the achievement and among the students of the control group who studied according to the usual method.

The researcher reached a number of conclusions that teaching according to the Kagan structure has a positive effect on the achievement of learning C students In the light of the conclusions, a number of proposals and recommendations were developed