The impact of the (SSCS) model on mathematics achievement among third-grade middle school students and their formal thinking

Abstract

The aim of this research was to identify the effect of using the SSCS model on the level of academic achievement and formal thinking among third-grade middle school students.

To achieve this goal, the following null hypotheses were formulated:

1. There is no statistically significant difference at the significance level of (0.05) between the average scores of students in the experimental group, who will study the subject according to the SSCS model, and the average scores of students in the control group, who will study the same subject using the traditional method, on the mathematics achievement test.
2. There is no statistically significant difference at the significance level of (0.05) between the average scores of students in the experimental group, who will study the subject according to the SSCS model, and the average scores of students in the control group, who will study the same subject using the traditional method, on the mathematics formal thinking test.

The research sample was intentionally selected from Yahya Bin Zaid Secondary School, consisting of (64) third-grade middle school students. Two groups were selected: (32) students for the experimental group and (32) for the control group.

 To collect information related to the study, two tests were constructed. The first tested achievement levels and contained (31) items, while the second measured formal reasoning skills. It was finalized to include (40) multiple-choice objective questions.

Appropriate statistical analyses were conducted using the SPSS program. The results showed the following:

1. Students in the experimental group outperformed their counterparts in the control group on the achievement test.

2. Students in the experimental group performed better than students in the control group on the formal reasoning skills test