The effect of the (T.A.S.C) model on the achievement of mathematics among first-year middle school students and their logical thinking skills

Abstract

      The current research aims to study "the effect of the (T.A.S.C) model on the achievement of mathematics among first-year middle school students and the development of their logical thinking skills". The research sample included 63 first-year middle school students in the second semester of the academic year 2023-2024. Al-Abbas bin Abdul Muttalib School for Boys affiliated to the General Directorate of Education in Baghdad / Karkh III was randomly selected. The students were divided into two groups: the control group, which includes Section (A), consisting of 32 students, as they were taught in the usual way, and the experimental group, which includes Section (C), consisting of 31 students, as they were taught using the (T.A.S.C) model. The researchers were keen to balance the two groups according to the following variables: chronological age, intelligence, previous knowledge, and previous achievement. The research tools were prepared from two tests: "Mathematical Achievement Test" which consists of 20 multiple-choice questions, according to the Merrill classification which includes three levels: "Remembering, Application, and Discovery". The reliability coefficient was calculated using the (Kuder-Richard) equation (RK-20), where the reliability coefficient value reached 87%. And the logical thinking skills test which consists of 20 multiple-choice questions distributed over the skills (classification, arrangement, compatibility, and association) with 5 questions for each skill. Using the same equation, a reliability coefficient of 86% was obtained. After the experiment was completed, the two tests (mathematical achievement and logical thinking skills) were applied to the control and experimental groups. After collecting the data, appropriate statistical methods were used. The results showed that the students of the experimental group who studied according to the (T.A.S.C) model outperformed the students of the experimental group in both tests (mathematical achievement and logical thinking skills test) compared to the control group. Based on these results, a number of recommendations and suggestions were presented.