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Title: | فاعلية التدريس وفق نموذج ابعاد التعلم لـ (مارزانو) في تنمية تحصيل الرياضيات لدى تلاميذ المرحلة الابتدائية The effectiveness of teaching according to Marzano's learning dimensions model in the development of mathematics achievement among students of primary education |
Authors: | عبد القادر بن الحاج جلول أحمد قيدوم |
Keywords: | dimensions of learning mathematics primary education |
Issue Date: | Oct-2019 |
Series/Report no.: | number 24 Oct 2019 V12,N3; |
Abstract: | The study aimed at detecting the effectiveness of Marzano's of learning dimensions model in the development of mathematics achievement among students of the third stage of primary education. In order to verify the objective of the study, the researcher adopted an experimental method by designing two groups (experimental and control) along with a pre-test and post-test measurement. The study was applied on a sample of (199) students; (133) experimental groups, (66) control group. A teacher's guide was prepared and presented to a group education sciences professor to verify the validity of the content and through the equation (Lawchi) proved valid, and the results of the quarterly examinations were based on the model adopted at the end of primary education. The study reached: - There were no statistically significant differences between the two groups (experimental and control) in the achievement of mathematics in the pre-test. - There were statistically significant differences between the two groups (experimental and control) in the achievement of mathematics in the post-test. There are statistically significant differences between the measures (pre-test and post-test) in the achievement of mathematics in the experimental group in favor of the post-test The effectiveness of teaching according to the Marzano dimensions of learning model has been confirmed by the ETA test. The researcher ends up with some recommendations and suggestions. |
Description: | Psychological & Educational Studies Review |
URI: | http://dspace.univ-ouargla.dz/jspui/handle/123456789/22183 |
ISSN: | 1112 - 9263 |
Appears in Collections: | number 24 2019 vol 12 n 3 |
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