القوة الرياضية وعلاقتها باليقظة العقلية لدى طلبة الصف التاسع الأساسي في مديرية تربية بيت لحم
شذا شاكر عبد الرزاق أبوخيران
Shatha Shaker AbdAlrazzaq Abukhairan
This study aimed at investigating the Mathematical Power among 9th graders and in Bethlehem district and its Relation to their Mindfulness in light of gender residence, and their science achievement in the 8th grade. The descriptive correlational approach is adopted by the researcher. The population of the study consisted of (3240) male and female students from the 9th grade in Bethlehem District where a stratified cluster sample of (127) female students and (117) male students was selected as (7.5%) of the study population for the academic year “2020-2021”. To achieve the objectives of the study, the researcher prepared two instruments, the first one is the Mathematical Power test and the second one is a Mindfulness questionnaire. Content validity and reliability were established for all instruments. The Findings of the study showed that the percentage of Mathematical Power among 9th graders in Bethlehem district reached (43%) The findings of the study also showed that there were statistically differences at (α≤ 0.05) in the mean scores of 9th graders’ Mathematical Power due to the achievement in the eighth grade and in favor of the high achievement. Regarding students’ Mindfulness, the findings showed that the degree of students’ Mindfulness among the 9th graders’ at Bethlehem District reached (65.6%) The findings of the study also showed that there were statistically differences at (α ≤ 0.05) in the mean scores of 9th graders’ Mindfulness at Bethlehem district due to the achievement in the eighth grade and in favor of the high achievement. The Finding of the study revealed a statistically significant positive correlation between the degrees of mathematical power and the degree of mindfulness among 9th graders’ in Bethlehem District, which means the more the degrees of mathematical power the more of the degrees of mindfulness and vice versa. The researcher recommended drawing the attention of educators, teachers and supervisors to the importance of mathematical power and increasing mindfulness by working to develop them, and conducting more research on the relationship between the mathematical power skills and mindfulness due to the close relationship with each other but on different samples and different variables. The need to develop mathematical power skills and focusing on them during the educational process by concentrating on them in the training program for new teachers was recommended. The need also to include teaching methods with strategies that develop mathematical power skills from pre-school years to the 12th grade and focusing on enhancing learning mindfulness with strategies that reinforce students to accept the educational process with pleasure was recommended.