English abstract
The Effectiveness of a Program based on Problem Solving in Mathematical Problem-Solving and Divergent Thinking among Tenth Grade Students in Light of their Varied Math Self-Concept. Researcher: Ahmed Al Kharusi Supervisor: Prof. Adnan Al Abed
The study aimed to investigate the effectiveness of a program based on problem solving in mathematical problem- solving and divergent thinking among tenth-grade students considering their varied Math self-concept. A quasi experimental research design was used. The sample of the study consisted of (89) grade ten students from Al Batina South governorate schools. They were divided into two groups: an experimental group consisted of (48) male and female students who were taught according to an educational program based on problem-solving, and a control group consisted of (41) students who were taught in the usual way. To achieve the objectives of the study, the educational material was prepared according to problem-solving. Three study tools were prepared: Math problem-solving test consisting of (9) multiple-choice items and (5) essay questions, the divergent thinking test consisting of (10) questions, and Math self concept scale consisting of (20) items. The validity and reliability of these tools were extracted by appropriate methods and were found acceptable for the objectives of the study. The results of (Two-Way ANCOVA) showed statistically significant differences at (α = 0.05) in both Math problem-solving test and divergent thinking
test due to the teaching method, in favor of the experimental group. Also, the results showed statistically significant differences at (α = 0.05) in the problem solving and divergent thinking tests, which were attributed to students' high Math
self-concept. the results, also, showed that there were no statistically significant differences at level (α = 0.05) in Math problem-solving and divergent thinking tests due to the interaction between the teaching method and the Math self-concept.
In light of these results, the study recommended several recommendations, the most important one was to benefit from the proposed educational program and to train teachers to develop divergent thinking skills among students. The study,
also, suggested conducting further studies to investigate the effectiveness of educational programs based on problem-solving in teaching Mathematics at other stages and grades and on other Math topics.
