The Effect of the Divergent Thinking Strategies in the multi lntelligence of the second Intermediate Class Female Students in Mathematics | ||
| Journal of University of Anbar for Humanities | ||
| Article 34, Volume 2022, Issue 2, June 2022, Pages 1808-1834 PDF (787.7 K) | ||
| Document Type: Research Paper | ||
| DOI: 10.37653/juah.2022.174784 | ||
| Authors | ||
| Elaf G. Khaleel* 1; Ilham J. Faris* 2 | ||
| 1University of Anbar – College of education for pure science | ||
| 2University of Baghdad, Iraq- Ibn-Al-Haitham college of Education | ||
| Abstract | ||
| The research`s goal is to realize The Impact of Divergent Thinking Strategies In achievement and multiple intelligences, and to achieve the research goal, the experimental research method was adopted and a partially controlled experimental design was used for two groups equivalents, using the post test for both achievement and multiple intelligence. The research community was students of the second intermediate class in schools of the General Directorate of Education in Anbar, for the academic year 2019-2020. The sample of the research consisted of (64) students from (Al-Raja Secondary School for Girls). It includes three sections. Department (A) was chosen as an experimental group comprising (31) students and (B) the group as a control group consisting of (33) students. The two groups were an identity in some variables, experiment requirements were prepared, scientific material was analyzed, content was analyzed, behavioral purposes formulated, and teaching plans prepared And search tools (Achievement test in mathematics, multiple intelligence test) The achievement test consisted of (30) items that included) objective paragraphs, honesty, consistency and other psychometric characteristics were found using statistical means (T- test for two samples Two independent terms, the Alpha-Cronbach equation, And the coefficient of distinction difficulty The effectiveness of the alternatives for calculating the psychometric properties, the Levin test for two independent samples, and the Pearson equation), the following results were reached: There is a statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students and the scores of the students of the control group in the Multi lntelligence test and for the benefit of the experimental group.. | ||
| Keywords | ||
| the Divergent Thinking Strategies; the Achievement | ||
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