The Effectiveness of a Proposed Teaching Strategy based on Self-Regulated Learning in the Development of Mathematics power among Middle School Students

Abstract

The study aimed to identify the effectiveness of a proposed teaching strategy that is based on self-regulated learning in developing mathematical power to middle school students. The researcher used the quasi-experimental method that comprises experimental and controlled groups with pre-test and post-test. The experimental group included (36) students, and the controlled group (34) students. These students were chosen randomly from preparatory stage of Albaha region; during the second semester of the academic year, 1437-1438H.The researcher prepared the study materials and tools that were represented in the proposed vision of the strategy with the preparation of the teacher's guide, activity book, and mathematical power test. The results showed that there were statistically significant differences at the level of (0.01) in favor of the experimental group in the post-mathematical power test in the dimension of mathematical knowledge at its levels (conceptual, procedural, problem solving, and the total) with a high effect, and also, there were statistically significant differences at the level of (0.01) in favor of the experimental group in the post-mathematical power test in the dimension of mathematical process at its levels (mathematical communication, mathematical connection, mathematical reasoning, and the total process) with a high effect. The study recommended activating self-regulated learning strategies in teaching mathematics and paying attention to the development of mathematical power.