الملخص الإنجليزي
This study aimed to investigate the effect of using an instructional program
based on self-regulated learning on the acquisition of algebraic concepts and creative
thinking among students of the second cycle of basic education in the Sultanate of
Oman with different mathematics self-efficacy. The study used a quasi-experimental
approach with two groups and pre- and post-measurements, and its sample consisted
of (99) students in the ninth grade. The sample was divided into two groups: an
experimental group of (53) students, taught according to the instructional program
based on self-regulated learning, and a control group taught as per the ordinary
method. To achieve the objectives of the study, the researcher prepared a set of tools,
which were: an acquiring algebraic concepts test, a mathematical creative thinking test,
and a mathematics self-efficacy scale. The validity and reliability of these tools were
extracted using appropriate methods, and they were found to be acceptable for the
objectives of the study.
To answer the study questions and test its hypotheses, Two-way ANCOVA
was used and for more details, multivariate analysis of covariance (MANCOVA) was
conducted. The results showed a statistically significant difference at (α = 0.05) in both
acquiring algebraic concepts and its levels, and mathematical creative thinking and its
skills due to the teaching method, in favor of the experimental group. Also, the results
showed that there was a statistically significant difference at (α = 0.05) in both
acquiring algebraic concepts and its levels, and mathematical creative thinking and its
skills due to mathematics self- efficacy, in favor of high mathematics self –efficacy.
The results also showed no statistically significant differences at (α = 0.05) in both
acquiring algebraic concepts and its levels, and mathematical creative thinking in and
its skills, due to the interaction between teaching methods and level of mathematics
self- efficacy.
In light of these results, the study recommended to including the proposed
instructional program, based on self-regulated learning, in teachers’ professional
development programs and encouraging them to use it. The study also, suggested
conducting further researches to investigate the effect of using instructional programs
based on self-regulated learning in teaching mathematics, in different variables,
school cycles and grades, and content.
