English abstract
The current study aimed to reveal the effect of a program based on
dynamic visualization and the principles of model-eliciting activities
(MEAs) in the statistical literacy, statistical reasoning, and statistical
anxiety of tenth grade students in light of their mathematical reading
comprehension. The implementation of the study required the design of
an educational program based on dynamic visualization according to the
principles of model-eliciting activities to teach the required statistics
content to tenth grade students. A statistical literacy test, statistical
reasoning test, statistical anxiety scale, and mathematical reading
comprehension test were designed; in addition, the reliability and validity
of the study tools were verified before applying them to ensure their
suitability for the purposes of the study.
The study was applied to a purposive sample of (132) female students
from the tenth grade after dividing the sample into two groups: an
experimental group with 68 students who studied using the educational
program, and a control group with 64 students who studied using the
traditional method. After collecting data from the two study groups and
entering it into the SPSS program, then analyzing it using the two-way
analysis of variance (ANCOVA) with a 2X2 factorial design and the
multiple analysis of variance (MANCOVA), the results of the current
study showed:
There is a statistically significant difference (α = 0.05) between the mean
scores of students in the experimental and control groups in the poststatistical literacy test and its levels in favor of the experimental group
except for the third level (The ability to question statistical reports
critically). Additionally, there is no statistically significant difference (α
= 0.05) in the post-statistical literacy test due to the level of mathematical
reading comprehension or to the interaction between the teaching method
and the mathematical reading comprehension of the tenth-grade students.
There is a statistically significant difference (α = 0.05) between the mean
scores of students in the experimental and control groups in the poststatistical reasoning test and its skills in favor of the experimental group
students. There is also a statistically significant difference (α = 0.05) in
the post-statistical reasoning test due to the level of mathematical reading
comprehension in favor of high mathematical reading comprehension
students. While there is no statistically significant difference (α = 0.05) in
the post-statistical reasoning test due to the interaction between the
teaching method and the mathematical reading comprehension of the
tenth-grade students.
There is a statistically significant difference (α = 0.05) between the mean
scores of students in the experimental and control groups in the poststatistical anxiety scale and its dimensions in favor of the experimental
group students, except for the fifth dimension (Computation SelfConcept). Likewise, there is a statistically significant difference (α = 0.05)
in the post- statistical anxiety scale of tenth grade students attributed to
their level of mathematical reading comprehension in favor of high
mathematical reading comprehension students. But there is no statistically
significant difference (α = 0.05) in the post-statistical anxiety due to the
interaction between the teaching method and the mathematical reading
comprehension of the tenth-grade students.
In light of the previous results, the study recommended benefiting from
the educational program applied in this study in developing mathematics
teaching, training teachers on specialized computer software, encouraging
them to use activities that enhance students’ thinking skills such as model-eliciting activities, paying attention to learning statistical reasoning skills,
and enhancing the level of statistical literacy among students.
