The Impact of CATs on Mathematical Thinking and Logical Thinking Among Fourth-Class Scientific Students

Abstract

The aim of the research is to find out the effect of applying classroom assessment techniques (CATs) on both mathematical and logical thinking among fourth-grade scientific students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught in the traditional way and the other experimental taught according to the techniques of classroom structural evaluation. The research sample consisted of (44) students from the fourth scientific grade who were intentionally chosen after ensuring their equivalence in several factors, most notably chronologi-cal age and the level of mathematics, and they were distributed equally among the two groups. To implement the research, three tools were built, represented in the teacher's handbook for applying the class formative assessment, the mathematical reasoning test, and the logical thinking test. The two researchers applied the exper-iment in the first semester of the academic year (2019/2020) AD. The two re-searchers applied the techniques of class formative assessment to the experimental group, while the control group studied according to the usual method, and then the mathematical thinking test and the dimensional logical thinking test were applied. On the experimental and control groups. The results showed that there were statis-tically significant differences between the mean scores of the two groups on the mathematical thinking test, and there were also statistically significant differences between the mean scores of the two groups on the logical reasoning test. The size of the effect of applying the class formative assessment on both thinking was calcu-lated, and it appeared that it had a clear effect on both mathematical thinking and logical thinking. In light of the results, the two researchers recommended a number of recommendations.

Blended Learning in Higher Education: A Study of Its Impact on Students’ Performance

“…Several findings have shown that mixed learning improves academic performance, increases enthusiasm, and fosters optimistic attitudes toward mathematics and science learning. Among these studies are the following: a study conducted by [29,30] confirmed the influences of blended learning on the middle school students' outcomes of in the southwest part of Tuekry. The findings showed that the mixed learning setting had generated a significant difference in students' academic achievement, to the benefit of the experimental group.…”

The Impact of Teaching by Using STEM Approach in The Development of Creative Thinking and Mathematical Achievement Among the Students of The Fourth Scientific Class

“…STEM Education has become a top priority for reforming educational processes that adopt integration between academic subjects, as the cries have risen for this over the past two decades, while the STEM approach has proven its effectiveness after its application, especially in the United States of America in particular [23]. Therefore, at the beginning of the discussion about the integrated STEM entrance, we must know what this entrance is, it reflects the first letters of the four words; science, technology, engineering, and mathematics, it is a pedagogical approach that seeks to integrate teaching and learning of the four fields, it needs environments equipped for this purpose, where students practice activities, research projects, workshops, etc.…”

Mobile Application to Detect Covid-19 Pandemic by Using Classification Techniques: Proposed System

“…Other sophisticated methods, such as automated assembly of the user's health data (such as temperature and pulse rates) from wearable like wristbands, have also been used. In the event of a suspected COVID-19 infection, the user is informed and directed to a nearby clinic for a checkup [7][8][9][10][11].…”