شبكة المعلومات العربية التربوية

This study aimed at identifying the impact of entertainment-based learning on developing particular thinking skills in Mathematics among third graders and their attitude towards such method. Study tools: To achieve the study objectives, a teacher's handbook of entertainment based learning was prepared along with thinking skills in Mathematics test and the Mathematics Attitude Scale (MAS). The sample was divided into two group; a control group consisted of (36) students who studied Mathematics following traditional methods and an experimental group consisted of (43) students who studied Mathematics following entertainment-based learning method. Therefore, the total number of the sample totaled (79) students who were selected randomly from third graders of Maen Elementary School for Boys, UNRWA, Eastern Khanyounis Educational Region. The study follows the two-group experimental design (pre and post) was adopted and applied on the study sample. This study was implemented in the first school semester (2016-2017) on "Engineering and Measurement 1" unit of Mathematics book. Study results: 1) There were statistically significant differences at the level (α ≤ 0.01) between the mean scores of experimental group students and control group students pertaining the post-implementation of mathematical thinking skills test in favor of experimental group. 2) There were statistically significant differences at the level (α ≤ 0.05) between the mean scores of experimental group students and control group students pertaining the post-implementation of Mathematics Attitude Scale in favor of experimental group. Study recommendations: 1) It is necessary to adopt the entertainment-based learning as a teaching approach in teaching Mathematics particularly for lower basic stage students. 2) During their service, teachers of Mathematics should be trained on employing the entertainment-based learning in teaching Mathematics particularly for lower basic stage students. (Author's abstract)