شبكة المعلومات العربية التربوية

The present study aimed at to identifying the effects of using problem-based learning on developing first-intermediate students' achievement in mathematics. To achieve this purpose, the researcher has adopted the quasi-experimental design in which he tried to investigate the effects of the independent variable with its three levels]; pure “Problem-Based Learning", " Problem-Based Learning with instructional programming", and the "traditional" method [on the dependant variable i.e. academic achievement. Subjects of the study consisted of (69) students who were enrolled in first- intermediate stage during the second academic term of the academic year 1431-1432; Subjects were randomly and equally divided into three groups : the first was an experimental group whose members were instructed using the "problem –based learning method", the second experimental group members were instructed using the "Problem-Based Learning with instructional programming" , whereas the third group was a control one whose members were instructed using the "traditional" method The researcher has developed] a teacher's guide-book (1), a student's activity manual (1) [ for the first experimental group. He has also developed] a teacher's guide-book (2), and a student's activity manual (2) [for the second experimental group, All these tools were developed according to the two suggested teaching units of (Engineeringand Measurement). All group subjects were subjected to a pre\post achievement test to determine the recall and the comprehension levels. This test consisted of (30) items. The researcher has achieved its validity, reliability. The purpose of this test was to measure the differences among the three groups.] (ANCOVA), Alpha Cronbakh, t-test [; were the appropriate statistical means that the researcher has utilized to test the hypotheses of the study, Results of the study showed that: level between means of scores obtained by both subjects of the first experimental group subjects who were instructed using the" Problem-Based Learning", and those scores obtained by subjects of the control group subjects in the academic achievement in mathematics , favoring the experimental group subjects. By both subjects of the second experimental group subjects who were instructed using the "ProblemBased Learning with instructional programming”, and those scores obtained by subjects of the control group subjects in the academic achievement in mathematics, favouring the experimental group subjects. There were significant statistical difference a by both subjects of the first experimental group and those of the second experimental group in the achievement in mathematics, favouring the second experimental group subjects. In the lights of the obtained results of the present study, the following recommendations were pointed out: Developing a web-site that represents a comprehensive reference for many strategies, tools, aids, It must be subjected to the supervision of the ministry of education. This can be a good support for knowledge seekers and may save the database for teaching mathematics. Creating the scholastic environment that can enable teacher to activate the teaching strategies by standardizing the classroom size and number in schools. Included the Teacher preparation programs modern teaching methods, based on educational strategies, and activating it in practice in the field of education. (Published Abstract)