The effectiveness of the teaching program based on the principles of brain-based learning theory to develop future thinking skills and academic ambition in the mathematics curriculum for sixth grade primary students in Sharkia Governorate

Salem, Hanem; Abdelfattah, Ebtsam

doi:10.21608/edusohag.2020.103326

The effectiveness of the teaching program based on the principles of brain-based learning theory to develop future thinking skills and academic ambition in the mathematics curriculum for sixth grade primary students in Sharkia Governorate

Document Type : Original Article

Authors

hanem salem ¹
ebtsam abdelfattah ²

¹ Assistant Professor of Educational Psychology Faculty of Education - Zagazig University

² Teacher of curriculum and methods of teaching mathematics Faculty of Education - Zagazig University

10.21608/edusohag.2020.103326

Abstract

The aim of the present research is to identify the effectiveness of a teaching program based on the theory of brain-based learning to develop future thinking skills and academic ambition in mathematics among sixth grade students, the sample consisted of (87) sixth grade students, and they were divided into two experimental group (N = 42), and the control group (n = 45). The researchers prepared a test in future thinking skills, and the measure of academic ambition; they were applied before and after the two groups. After conducting the appropriate statistical operations like, the T-test for two independent groups, and the T-test for a related group, there were statistically significant differences at the level of (0.01) between the mean scores of the post-application for experimental group and control group in the future thinking and its dimensions. (Planning - expectation - imagination - prediction - solution of future problems) in favor of the experimental group, and the presence of statistically significant differences at the level of significance (0.01) between the mean scores of pre and post applications to test the future thinking and its dimensions of the experimental group in favor of the post application. And There were statistically significant differences at the level of significance (0.01) between the mean scores of the application of the experimental and control groups in the academic ambition scale in favor of the experimental group, and the presence of statistically significant differences at (0.01) between the mean scores of the pre and post application in the academic ambition of Experimental group in favor of the post-application.

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