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The Effect of Using Manipulatives on the Mathematical Achievement of the First Grade Students

أثر استخدام المحسوسات في تحصيل طلبة الصف الأول في مادة الرياضيات

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 Publication date 2006
  fields Education
and research's language is العربية
 Created by Shamra Editor




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This study aimed at examining the effect of using manipulatives in the mathematical achievement of the first graders at UNRWA schools in Jerash area in Jordan. The sample of the study consisted of 155 students representing four sections, who were divided into two groups: An experimental group which was taught “numbers from 0-9” subjects using manipulatives, and a control group which was taught by the traditional method. After the completion of the study application, an achievement test was applied and a 2-way ANOVA analysis was used to test the hypotheses of the study. The study results revealed that there were statistically significant differences between the two groups in favor of the experimental group, which was taught by using manipulatives; whereas there were no significant differences between students’ marks due to sex or the interaction between group and sex.


Artificial intelligence review:
Research summary
تهدف هذه الدراسة إلى فحص تأثير استخدام الأدوات التعليمية (المجسمات) على التحصيل الدراسي لطلاب الصف الأول في مدارس الأونروا في منطقة جرش في الأردن. تكونت عينة الدراسة من 155 طالبًا تم تقسيمهم إلى مجموعتين: مجموعة تجريبية تم تدريسها باستخدام الأدوات التعليمية، ومجموعة ضابطة تم تدريسها بالطرق التقليدية. أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية بين المجموعتين لصالح المجموعة التجريبية، بينما لم تكن هناك فروق ذات دلالة إحصائية بين درجات الطلاب تعزى إلى الجنس أو التفاعل بين المجموعة والجنس. تشير النتائج إلى أن استخدام الأدوات التعليمية يعزز من فهم الطلاب للمفاهيم الرياضية ويزيد من تحصيلهم الدراسي. كما أوصت الدراسة بتدريب المعلمين على استخدام الأدوات التعليمية كوسيلة بديلة لتقييم أداء الطلاب وإجراء المزيد من الأبحاث على عينات من صفوف دراسية أخرى ومجتمعات دراسية مختلفة.
Critical review
دراسة نقدية: تعتبر هذه الدراسة من الدراسات النادرة في العالم العربي التي تتناول تأثير استخدام الأدوات التعليمية في تحسين التحصيل الدراسي للطلاب في الرياضيات. ومع ذلك، هناك بعض النقاط التي يمكن نقدها. أولاً، الدراسة محدودة بعينة صغيرة نسبيًا ومجتمع دراسي محدد، مما قد يؤثر على تعميم النتائج. ثانيًا، الأدوات المستخدمة لتقييم التحصيل الدراسي تم تطويرها من قبل الباحث، مما قد يؤثر على موثوقية وصحة النتائج. ثالثًا، لم تتناول الدراسة تأثيرات طويلة الأمد لاستخدام الأدوات التعليمية على التحصيل الدراسي. على الرغم من هذه النقاط، تقدم الدراسة إسهامًا مهمًا في مجال التعليم وتفتح الباب لمزيد من الأبحاث في هذا المجال.
Questions related to the research
  1. ما هو الهدف الرئيسي من هذه الدراسة؟

    الهدف الرئيسي هو فحص تأثير استخدام الأدوات التعليمية على التحصيل الدراسي لطلاب الصف الأول في مدارس الأونروا في منطقة جرش في الأردن.

  2. ما هي النتائج الرئيسية التي توصلت إليها الدراسة؟

    أظهرت النتائج وجود فروق ذات دلالة إحصائية بين المجموعتين لصالح المجموعة التجريبية، بينما لم تكن هناك فروق ذات دلالة إحصائية بين درجات الطلاب تعزى إلى الجنس أو التفاعل بين المجموعة والجنس.

  3. ما هي التوصيات التي قدمتها الدراسة؟

    أوصت الدراسة باستخدام الأدوات التعليمية في تدريس الرياضيات، خاصة في الصفوف الأساسية الدنيا، وتدريب المعلمين على استخدامها كوسيلة بديلة لتقييم أداء الطلاب، وإجراء المزيد من الأبحاث على عينات من صفوف دراسية أخرى ومجتمعات دراسية مختلفة.

  4. ما هي القيود التي واجهتها الدراسة؟

    القيود تشمل تطوير أدوات التقييم من قبل الباحث، تطبيق الدراسة على مجتمع دراسي محدد (مدارس الأونروا في جرش)، وتحديد الدراسة على طلاب الصف الأول فقط، مما يحد من تعميم النتائج.


References used
Bellonio, J. (2001). Multi-Sensory Manipulatives in Mathematics: Linking the Abstract to the Concrete. Yale-New Haven Teachers Institute
Chester, J.; Davis, J. & Reglin, G. (1991). Math manipulatives use and math achievement of third-grade students. Charlotte, North Carolina: University of North Carolina at Charlotte. Retrieved from: http:\gse.gmu.edu/centers/cscvm/AbsDoc.htm
Clements, D.; Battista, M. (1990). Constructive learning and teaching. Arithmetic Teacher, 38, 34-35
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