أثر استخدام المدخل التصميمي في تنمية مهارات حل المسألة الرياضية والكفاءة الذاتية الإبداعية لدى طلبة الصف الثامن الأساسي في فلسطين
Date
2025-07-19
Authors
شموع رياض محمد خلاف
Shomoo Ryad Muhammad Khalaf
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدراسة إلى تقصي أثر المدخل التصميمي في تنمية مهارات حل المسألة الرياضية والكفاءة الذاتية الإبداعية لدى طلبة الصف الثامن الأساسي في فلسطين. وقد نُفّذت الدراسة في مديرية تربية جنوب الخليل خلال الفصل الثاني من العام الدراسي 2025/2024، على عينة قصديةٍ من طلبة الصف الثامن الأساسي في مدرستي ذكور دوما الثانوية وبنات كريسة الثانوية، بلغ عدد أفراد العينة (99) طالباً وطالبة، تمّ توزيعهم عشوائياً إلى مجموعتين: تجريبية (49 طالباً وطالبة) دُرّست وحدة الهندسة والقياس في كتاب الرياضيات وفق المدخل التصميمي، وضابطة (50 طالباً وطالبة) دُرّست نفس الوحدة بالطريقة الاعتيادية، استخدمت الدراسة المنهج التجريبي، والتصميم شبه التجريبي للمجموعتين (تجريبية وضابطة) بقياسين قبلي وبعديّ، ولتحقيق أهداف الدراسة أعدّت الباحثة اختباراً لقياس مهارات حل المسألة الرياضية، واستبانة لقياس الكفاءة الذاتية الإبداعية، وتم التأكد من صدق الأدوات وثباتها بالطرق المناسبة، بالإضافة إلى إعداد دليل المعلم للوحدة المطلوبة وفق المدخل التصميمي.
أظهرت النتائج وجود فروق دالة إحصائياً بين متوسطات درجات المجموعتين في اختبار مهارات حل المسألة الرياضية لصالح المجموعة التجريبية، وشملت هذه الفروق جميع المهارات (الفهم وتحليل المعطيات، خطة الحل، تنفيذ الحل، التحقق من الحل، والتفكير الإبداعي)، كما بينت النتائج وجود فروق دالة تُعزى للجنس، ووجود فروق لصالح الطلبة ذوي التحصيل المرتفع، كذلك لم تُظهر النتائج تفاعلات دالة إحصائياً بين طريقة التدريس والجنس أو طريقة التدريس ومستوى التحصيل، بينما وُجد تفاعل دال إحصائياً بين الجنس ومستوى التحصيل.
كما أظهرت النتائج وجود فروق دالة إحصائياً في الكفاءة الذاتية الإبداعية لصالح المجموعة التجريبية في جميع أبعاد الاستبانة، وهي: (الثقة والدافعية، المرونة والمبادرة، الاستقلالية، الخصائص الاجتماعية، الاهتمامات والميول)، ولم تظهر فروق تُعزى للتفاعل بين طريقة التدريس والجنس أو مستوى التحصيل، مما يعكس فعالية المدخل التصميمي في تنمية الكفاءة الذاتية الإبداعية بغض النظر عن مستوى التحصيل والجنس.
وفي ضوءهذه النتائج، أوصت الباحثة باعتماد المدخل التصميمي في تدريس الرياضيات، وتدريب المعلّمين على تطبيقه، وتطوير المناهج بما يتوافق مع مراحل هذا المدخل، وإجراء دراسات مستقبلية على مراحل دراسية ومواد تعليمية مختلفة.
الكلمات المفتاحية:المدخل التصميمي، حل المسألة الرياضية، الكفاءة الذاتية الإبداعية، طلبة الصف الثامن، الرياضيات.
This study aimed to investigate the impact of the design-based approach on developing mathematical problem-solving skills and creative self-efficacy among eighth-grade students in Palestine. The study was conducted in the South Hebron Education Directorate during the second semester of the 2024/2025 academic year, using a purposive sample of eighth-grade students from Duma Boys Secondary School and Krisa Girls Secondary School. The sample consisted of (99) male and female students who were randomly assigned to two groups: an experimental group of (49) students who were taught the Geometry and Measurement unit in the mathematics textbook using the design-based approach, and a control group of (50) students who received instruction in the same unit through conventional teaching methods. The study adopted a quasi-experimental design with both pre- and post-tests for the two groups. To achieve the objectives of the study, the researcher prepared a test to assess students' mathematical problem-solving skills and a scale to measure creative self-efficacy. The validity and reliability of the instruments were confirmed by appropriate statistical methods. In addition, a teacher's guide was designed for the targeted unit according to the design-based approach. The results showed statistically significant differences in favor of the experimental group in the post-test scores of mathematical problem-solving skills, encompassing all assessed skills: understanding and analysing data, planning the solution, implementing the solution, verifying the solution, and creative thinking. Additionally, the results indicated statistically significant differences attributed to gender, favoring certain groups, and differences in favor of high-achieving students. However, no significant interactions were found between the teaching method and gender or between the teaching method and achievement level, while a statistically significant interaction was found between gender and achievement level. The results also revealed statistically significant differences in creative self-efficacy in favor of the experimental group across all five dimensions: confidence and motivation, flexibility and initiative, independence, social characteristics, and interests and tendencies. No significant differences were found due to the interactions between the teaching method and gender or achievement level, underscoring the effectiveness of the design-based approach in enhancing creative self-efficacy irrespective of students' gender or academic achievement level. In light of these findings, the researcher recommended the adoption of the design-based approach in teaching mathematics, providing teacher training for its implementation, revising curricula to align with its phases, and conducting further studies across different educational levels and disciplines. Keywords:Design-Based Approach, Mathematical Problem-Solving Skills, Creative Self-Efficacy, Eighth Grade, Mathematics.
This study aimed to investigate the impact of the design-based approach on developing mathematical problem-solving skills and creative self-efficacy among eighth-grade students in Palestine. The study was conducted in the South Hebron Education Directorate during the second semester of the 2024/2025 academic year, using a purposive sample of eighth-grade students from Duma Boys Secondary School and Krisa Girls Secondary School. The sample consisted of (99) male and female students who were randomly assigned to two groups: an experimental group of (49) students who were taught the Geometry and Measurement unit in the mathematics textbook using the design-based approach, and a control group of (50) students who received instruction in the same unit through conventional teaching methods. The study adopted a quasi-experimental design with both pre- and post-tests for the two groups. To achieve the objectives of the study, the researcher prepared a test to assess students' mathematical problem-solving skills and a scale to measure creative self-efficacy. The validity and reliability of the instruments were confirmed by appropriate statistical methods. In addition, a teacher's guide was designed for the targeted unit according to the design-based approach. The results showed statistically significant differences in favor of the experimental group in the post-test scores of mathematical problem-solving skills, encompassing all assessed skills: understanding and analysing data, planning the solution, implementing the solution, verifying the solution, and creative thinking. Additionally, the results indicated statistically significant differences attributed to gender, favoring certain groups, and differences in favor of high-achieving students. However, no significant interactions were found between the teaching method and gender or between the teaching method and achievement level, while a statistically significant interaction was found between gender and achievement level. The results also revealed statistically significant differences in creative self-efficacy in favor of the experimental group across all five dimensions: confidence and motivation, flexibility and initiative, independence, social characteristics, and interests and tendencies. No significant differences were found due to the interactions between the teaching method and gender or achievement level, underscoring the effectiveness of the design-based approach in enhancing creative self-efficacy irrespective of students' gender or academic achievement level. In light of these findings, the researcher recommended the adoption of the design-based approach in teaching mathematics, providing teacher training for its implementation, revising curricula to align with its phases, and conducting further studies across different educational levels and disciplines. Keywords:Design-Based Approach, Mathematical Problem-Solving Skills, Creative Self-Efficacy, Eighth Grade, Mathematics.
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Citation
خلاف، شموع رياض. (2025). أثر استخدام المدخل التصميمي في تنمية مهارات حل المسألة الرياضية والكفاءة الذاتية الإبداعية لدى طلبة الصف الثامن الأساسي في فلسطين [رسالة ماجستير غير منشورة]. جامعة القدس.