The Suggested Teaching Strategy in the light of (REAP) Strategy and Its Effect In Geometric Thinking among third Intermediate stage
The current study aims to find out the effect of a suggested strategy in the light of REAP strategy in geometry thinking among the third- intermediate stage students. In order achieve the aims of the research , the following null hypotheses have been tested :
" There is no statistical differences at the level (0.05) between the average of the experimental group students who has been studied according to the suggested strategy in the light of REAP strategy and average of the control group students who has been studied with the traditional method in the test of geometry thinking" .
The researcher has depended on experimental plan of two equivalent groups of post-test . the experience has been applied on a sample of (57) student in the third –stage, with is divided in to (31) students for the experimental group and (26) students for the control group for the academic year 2017-2018 . these two group have been equivalent in the :
(previous geometry information, chronological age, the previous mathematics achievement , intelligence and educational parents's level) . one tool have been used the geometric thinking test and appeared Validity and Reliability . The experimental group has been studied by the suggested strategy consisting of six sequential steps and the control group has been studied the traditional method. After ending the application of the experience, the tool of the research have been applied on both groups .
When using independent samples T-test, the results appeared the superiority of the experimental group students that studied according to the suggested strategy on the control group those students studied according to the traditional method in the Geometric thinking.
In the light of the results , the researcher has concluded that the teaching of geometric subjects by the suggested strategy in the light of the REAP strategy , contributed in increasing the level of geometric thinking of the experimental group students .
Finally, some conclusions, re