English abstract
The current study seeks to highlight the use of modern programs and
technology in teaching mathematics regarding the scientific progress. The study
aimed to investigate the effectiveness of teaching the Symmetry Unit using
Scratch program in terms of Geometric Thinking and Geometric Anxiety among
female students in seventh grade. The semi-experimental curriculum was used,
where the study was conducted on a sample of 65 students distributed into two
divisions of seventh-grade students, randomly selected from a school in Al-Seeb
state, Muscat governorate, Oman. The sample was split into two groups, an
experimental group of 33 students who studied the Symmetry Unit using the
Scratch program, and a second control group consisted of 32 students who studied
the same unit in the usual teaching method.
In order to accomplish the study's goals, the researcher created a guide for
teachers on how to teach the Symmetry Unit using the Scratch program and a
guide for students. She also created a test of Geometric Thinking consisting of 14
questions and a measure of Geometric Anxiety consisting of 18 phrases. The
indications of their validity were extracted in the proper manner and tested their
stability on a reconnaissance sample which were found to be suitable for the
objectives of the study.
The study reached the results that shows there is a statistically significant
difference at the level of (α = 0.05) between the arithmetic mean of experimental
group students who studied using Scratch program and the arithmetic mean of
control group who studied using the usual teaching method in Geometric
Thinking in favor of the experimental group. The results also shows that there is
no statistically significant difference at the level of (α = 0.05) between the
arithmetic mean of experimental group students who studied using Scratch
program and the arithmetic mean of control group who studied using the usual
teaching method in Geometric Anxiety.
In light of these findings, the study recommended the use of Scratch
program in teaching mathematics subjects, and further research to detect students'
Geometric Anxiety levels and factors affecting it.
