أثر استراتيجية التدريس التبادلي في التحصيل والتواصل الرياضي لدى تلميذات السادس الابتدائي في مادة الرياضيات

Abstract

The current study addresses a research problem focusing on the impact of using reciprocal teaching in improving mathematical achievement and mathematical communication among sixth-grade primary school female students. The study employed a quasi-experimental method by applying reciprocal teaching to an experimental group and comparing it to a control group that did not receive reciprocal teaching.

The sample included 50 students who were equally distributed between the two groups. Two tests were constructed to examine the outcomes: the first was a mathematical achievement test for the students, and the second was a mathematical communication test. The validity and reliability of the tests were ensured. The study used statistical methods including independent samples t-tests, linear regression analysis, and Pearson correlation coefficients to analyze the data and determine the differences and relationships between the variables.

The results showed statistically significant differences between the two groups regarding mathematical achievement and mathematical communication. The experimental group, which received reciprocal teaching, achieved notably higher mathematical achievement and communication compared to the control group.

The study concluded that reciprocal teaching could be an effective tool in enhancing mathematical achievement and communication among students, emphasizing the importance of implementing this strategy in classrooms.