شبكة المعلومات العربية التربوية

This study aims to identify the effect of using a proposed program based on the accelerated learning theory for teaching mathematics on developing some habits of mind and academic achievement. To achieve this, the unit of area and volumes of second -year middle students was prepared according to accelerated learning principals. Moreover, two assessment instruments were devised: an achievement test, and a habits of mind scale. A sample of 60 second -year middle students was chosen and divided into two groups: a control group who studied the traditional program, and an experimental group who studied the proposed program. Results of the study showed that: (1) there were statistically significant differences (at a 0.01 level of significance) between the means of scores of the experimental group and the control group in the achievement post-test in favor of the students of the experimental group. (2) there were statistically significant differences (at a 0.01 level of significance) between the means of scores of the experimental group and the control group in the habits of mind scale post-test in favor of the students of the experimental group. (3) the effect size was high in developing the academic achievement and the habits of mind in mathematics. (Published abstract)