Qualitative Research in Education
Vol. 13 No. 3 : June
The Author(s) 2024

the impact of the intermediate teaching strategy (MIT) on the achievement of first intermediate grade students in mathematics

Muhammad Sajid Dahi Al-Alwani 1, Prof. Dr. Basim Mahammad Jasim2

Abstract

The current research aims at identifying the impact of the intermediate teaching strategy (MIT) on the achievement of first intermediate grade students in mathematics, the Empirical research was adopted, as the experimental design was used for two independent and equal groups with a post-test, the experiment was applied to a sample consisting of first intermediate stage (60) students in the intermediate (Zaytoun for boys) School affiliated to the General Directorate in Anbar Governorate - Anbar Education For the academic year (2022-2023), The research sample was distributed equally on the two research groups, and Division (A) was chosen randomly to be the experimental group, while Division (B) was chosen to be the control group, the distribution was made according to the data of the following variables (previous achievement, previous knowledge, intelligence), The achievement test was constructed, which consisted of (36) objective items of the multiple choice type with four alternatives, Where its validity and stability were verified and found acceptable, and after the experiment completion, the achievement test was applied using the statistical Package (SPSS-23), and the Levin test and the t-test were adopted for two independent samples. The results showed experimental group students superiority who studied based on the intermediate teaching strategy ( MIT) on the control group students who studied based on the traditional method in the two achievement tests.

Keywords

intermediate teaching - MIT - mathematics

Literature Review

Conclusion

References

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