The Effects of Utilizing Yager's Structural Model on the Achievement of the Intermediate Second-Grade Students in Mathematics

Abstract

The aim of the research is to identify the effect of using the Yager structural model on mathematics achievement of second-grade intermediate students.

The research sample was randomly selected from the Stability Intermediate School for student girls of Rusafa Directorate of Education. It consisted of (40) female students of the second intermediate grade, (20) of which are in each of the experimental and control research groups, and the two groups were rewarded in accordance with the following variables (age in months, IQ, previous knowledge in mathematics, previous achievement, and the educational level of the parents). The experiment was applied in the first semester of 2021-2020, and the research tool was prepared from an achievement test in mathematics, which consists of (20) objective items of the multiple-choice type, using Kuder–Richardson formulas (KR-20). The value of the reliability coefficient was (0.86), and the search tool was applied at the end of the experiment, after collecting the data, and using the appropriate statistical means. In light of these results, students of the experimental group who studied using the Yager structural model outperformed the control group students who studied in the usual way in the achievement test, and in light of the results, a number of recommendations and proposals were made.