Browsing by Author "محزري، آمنه يحيى محمد"

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أَثَرُ اِسْتِخْدَامِ تَعْلِيمِ STEM علَى التَّحصيلِ الدِّراسي لِتِلْمِيذاتِ الصَّفِّ الرَّابعِ في مادَّةِ الرياضيَّاتِ
(جامعة جازان, 1445) محزري، آمنه يحيى محمد; بريك، فاطمة محمد
The research aimed to identify the effect of using STEM education on the academic achievement among fourth-grade female students in mathematics. To achieve this, the researcher adopted the experimental method according to the quasi-experimental design. The research sample was chosen randomly, and its total size was (48) female students. It was divided equally into two samples: one experimental and the other control, each size: (24) female students. The experimental sample studied the on geometric shapes and spatial reasoning unit by using STEM education, while the control sample studied the unit by using the traditional method. To collect data; The researcher applied the research tools (prepared by the researcher) to the two samples, which are: an achievement test and a note card, and then the collected data were analyzed by using the Statistical Package for the Social Sciences (SPSS) program, where the following results were reached: There are no statistically significant differences at the lowest significance level .05 between the average scores of fourth-grade female students in academic achievement in mathematics (achievement test, skills observation card) between the control and experimental groups in the pre-measurement. While it indicated that there were statistically significant differences below the significance level .05 between the average scores for the control group in the two measurements: pre/post, in favor of the post-measurement averages. The results also showed that there are statistically significant differences below the significance level .01 between the average scores of the two measurements, pre/post, among the experimental group in favor of the post measurement. It also showed that there are statistically significant differences below the significance level .01 between the average scores of the control and experimental samples in the post-measurement in favor of the experimental group. Finally, the results showed that the size of the effect of using a STEM education program on the mathematics achievement among fourth-grade female students is greater than using the traditional method, The effect size of using the two methods (STEM/traditional) on academic achievement for the control and experimental groups reached (.6, 1.12), and on skills (.43, .69), respectively. In light of this, the researcher presented some recommendations. In light of this, the researcher presented several recommendations and suggestions for future studies.
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