The Effect of Using the Harvest Strategy on the Divergent Thinking Skills of First-Grade Intermediate
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Abstract
The current study aims to identify (the effect of using the harvest strategy on the divergent thinking skills of first-grade intermediate students in mathematics), and for the purpose of achieving this goal, the following null hypothesis was developed:-
There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group (who study according to the harvesting strategy) and the control group (who study according to the usual method) in examining the divergent thinking skills.
The study population included female students of the first intermediate grade, in the morning government schools affiliated with the Salah El-Din Education Directorate for the academic year (2020-2021), and the experimental design of two equal groups and the post-test was approved, and also the study sample was chosen intentionally.
Thus, the sample of the study reached (60) students, including (30) students for the experimental group, and (30) students for the control group. The two study groups were rewarded with variables (chronological age, information test, prior knowledge, previous achievement in mathematics, intelligence test [Otis Lennon]. The study tool was built, which is the divergent thinking skills test, and the psychometric properties of the test were calculated.
In this study, the validity of the test was verified and its reliability was calculated using the Cronbach equation, and the reliability factor was (0, 81). After the end of the experiment, the study tool was applied via using the T-test for two independent samples.
The results showed the superiority of the experimental group students over the control group students. As such, the researchers concluded that (the harvesting strategy) has an effect on the divergent thinking skills of the first intermediate grade students, then they recommend working on training the bodies. Education in schools on how to use the strategy in teaching mathematics, and the two researchers came up with a set of proposals, including the necessity of conducting similar studies using harvesting strategy at other school stages and other variables.
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