The Effectiveness of a Proposed Active Learning Strategy on Mathematical Knowledge Depth and Self-Efficacy among Female First-Year Intermediate School Students

Abstract

Abstract:

This research aimed to identify the effectiveness of a proposed active learning strategy on the levels of mathematical depth of knowledge and self-efficacy among female first-year intermediate school students. The researcher adopted an experimental approach with a quasi-experimental design using two equivalent but unequal groups with a post-test. The sample consisted of 79 students: 39 in the experimental group and 40 in the control group. Equivalence between the two groups was established using several variables, including chronological age, levels of mathematical depth of knowledge, and mathematical self-efficacy. Two tools were developed to achieve the research aim: the first was a test of mathematical depth of knowledge consisting of 20 combination items (14 items for multiple-choice and 6 items for essay questions), and the second was a mathematical self-efficacy scale consisting of 24 items, both positive and negative, on a three-point scale. Appropriate statistical analyses were conducted on the two research tools, including determining difficulty and discrimination indices, and confirming the psychometric properties of validity and reliability for both tools. The test reliability coefficient was (0.81), while the scale reliability coefficient was (0.82). The results showed statistically significant differences for the expermintal  students group, who studied according to the proposed strategy, compared to the control stuedents group, who studied using the traditional method, on both mathematical depth of knowledge test and the mathematical self-efficacy scale. Moreover, the researcher formulated several recommendations, including encouraging mathematics teachers to use mathematical depth of knowledge to as a method to evaluate learning outcomes.