The effect of the cooperative debate strategies and role-playing on the achievement of fifth-grade literary female students and their pivotal thinking in mathematics

Abstract

The aim of the research was to identify the effect of the cooperative debate strategies and role-playing on the achievement of fifth-grade literary female students and their pivotal thinking in mathematics. The research sample included (90) female students from the two-year-old secondary school of Al-Karkh Secondary Directorate, with (30) students per group. Division (B) represented the first experimental group that was studied according to the cooperative debate strategy, Division (C) represented the second experimental group that was studied according to the role-playing strategy, and Division (A) represented the control group that studied according to the usual method. For the purpose of achieving the objectives of the research, two tools were prepared (the achievement test and the pivotal thinking skills test), each of which included (30) objective paragraphs. The experiment was applied to the research groups in the first semester of the academic year 2021-2022, and the teaching of the first and second semesters of the mathematics book for the fifth literary grade The results showed the following:

1. There is a statistically significant difference at the level (0.05) between the mean scores of the students of the first three experimental groups who studied according to the cooperative debate strategy and the second experimental group that studied according to the role-playing strategy and the control group that studied according to the usual method in the achievement test.
2. There is a statistically significant difference at the level (0.05) between the mean scores of the students of the first three experimental groups that studied according to the cooperative debate strategy and the second experimental group that studied according to the role-playing strategy and the control group that studied according to the usual method in testing pivotal thinking skills.