Fishbone strategy and its impact on the development of geometry thinking among fourth grade pupils in the primary stage

Ahmed, Eman Mohamed Abbas

doi:10.21608/jealex.2021.159287

Fishbone strategy and its impact on the development of geometry thinking among fourth grade pupils in the primary stage

Document Type : Original Article

Author

Eman Mohamed Abbas Ahmed

Lecturer in Educational Psychology - Faculty of Education - University of Alexandria

10.21608/jealex.2021.159287

Abstract

The study aimed to identify the effect of using the fishbone strategy on developing geometry thinking among fourth grade students in the primary stage, where the researcher used the semi-experimental approach to design the pre and post measurement for both the experimental and control groups and used the Continuous Array Matrix (CPM) test for Raven (modification and codification / Imad Ahmed Hassan 2016) and the geometry thinking test (researcher preparation). The exploratory sample consisted of 87 male and female students of the fourth grade in the primary stage and the original sample consisted of 63 male and female students from the fourth grade in the primary stage The exploratory sample consisted of 87 male and female students of the fourth grade in the primary stage and the original sample consisted of 63 male and female students from the fourth grade in the primary stage, To verify the validity of the hypotheses, the researcher used the Statistical Package for Social and Educational Sciences SPSS to analyze and statistically process the data, and the researcher found that there are statistically significant differences between the mean scores of the experimental and control groups in the post-measurement of geometry thinking skills and their total in favor of the students of the experimental group, and the presence of statistically significant differences between The mean scores of the experimental group students in the pre and post measurements of geometry thinking skills and their total sum in favor of the post measurement, the absence of statistically significant differences between the mean scores of the experimental group students in the post and tracer measurements of geometry thinking skills and their total.

Keywords

References

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