Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
SWOM strategy and influence of its using on developing mathematical thinking skills and on metacognitive thinking among gifted tenth-grade students
1
The National Research Center for Giftedness and Creativity, King Faisal University, SAUDI ARABIA
2
Higher Colleges of Technology, Abu Dhabi, UAE
3
Department of Educational Leadership, Faculty of Education, King Faisal University, SAUDI ARABIA
Online publication date: 2023-02-25
Publication date: 2023-03-01
EURASIA J. Math., Sci Tech. Ed 2023;19(3):em2238
KEYWORDS
ABSTRACT
Education is important for the advancement of peoples and countries, so it is necessary to take
care of the learners by providing them with the skills and experience to face problems
systematically based on sound thinking, by following appropriate teaching strategies. Therefore,
this study aimed to use the school wide optimum mode (SWOM) strategy to reveal its effect on
meta-cognitive thinking, and the effect of its employment in developing the mathematical
thinking skills of gifted tenth-grade students. The analytical descriptive approach and the
experimental approach were used. 84 gifted male and female students from the tenth grade were
randomly selected. The data were analyzed using SPSS and evaluated according to the Rasch
model. The study results showed that there were statistically significant differences between the
average level of metacognitive thinking among gifted students who learned using SWOM
strategy, and the average level of metacognitive thinking among students who learned
traditionally, in favor of the students who learned using SWOM strategy. The results of the study
also showed that there were statistically significant differences between the average scores of
gifted students who learned using SWOM strategy, and the average scores of gifted students who
learned traditionally in a mathematical thinking skills test, in favor of the students who learned
using SWOM strategy.
REFERENCES (37)
1.
Abu Ahmed, K. (2016). The effect of employing the problem-centered learning strategy in developing the mathematical thinking skills of the ninth grade students in Gaza [Unpublished master’s thesis]. The Islamic University of Gaza.
2.
Abu Hantash, Q. (2014). The effect of using SWOM model on metacognitive and scientific attitudes and on the academic achievement in science for seventh grade students in Nablus [Unpublished master’s thesis]. An-Najah National University, Palestine.
3.
Abu Jazar, K. (2018). Impact of employing SWOM strategy on developing mathematical thinking skills among ninth grade female students in Rafah Governorate [Unpublished master’s thesis]. The Islamic University of Gaza.
4.
AlAli, R. A. (2020). Assessment for learning at Saudi university: An analytical study of actual practices. South East Asia Research, 19(1), 20-41.
5.
AlAli, R. M. (2016). Assessment of social perception and mathematical thinking amongst Jordanian students in higher education [Unpublished doctoral dissertation]. University Technology Malaysia..
6.
AlAli, R., & Saleh, S. (2022). Towards constructing and developing a self-efficacy scale for distance learning and verifying the psychometric properties. Sustainability, 14, 13212. https://doi.org/10.3390/su1420....
7.
Al-Arini, H. (2017). Effectiveness of using differentiated learning in developing some mathematical thinking skills among intermediate stage female students in Riyadh. Journal of Educational and Psychological Work, 10(4) 1169-1218. https://doi.org/10.12816/00487....
8.
Al-Atoum, A., & Al-Jarrah, A. (2017). Fundamentals of thinking skills (theoretical concepts and practical applications). Al Masirah House.
9.
Al-Edwan, Z., & Daoud, A. (2018). The impact of implementing SWOM strategy on achievement and metacognitive thinking skills acquirement in history classes for ninth grade students in Jordan. Journal of Educational and Psychological Sciences, 19(2), 425-448. https://doi.org/10.12785/JEPS/....
10.
Al-Enezi, A. (2007). The effect of an educational program based on the SWOM model in developing decision-making skills among sixth grade students in Arar, Saudi Arabia [Unpublished master’s thesis]. Al Balqa Applied University.
11.
Al-Ghamdi, F. (2012). The effectiveness of teaching according to the social constructivist theory in acquiring some science processes and extra-cognitive thinking skills and achievement in biology among secondary school students in Al-Baha Region. Journal of Specific Education Research, Faculty of Education, 24, 3-39.
12.
Al-Hashemi, A., & Al-Dulaimi, T. (2008). Modern strategies in the art of teaching. Dar Al Shorouk.
13.
Almuqayad, R. (2016). The effect of using the guided inquiry strategy in developing mathematical problem solving and mathematical thinking in the subject of mathematics for fourth-grade female students in Wakala al-Ghayth schools in Gaza [Unpublished master’s thesis]. Al-Azhar University of Gaza.
14.
Alneyadi, S., Abulibdeh, E., & Wardat, Y. (2013). The impact of digital environment vs. traditional method on literacy skills: Reading and writing of Emirati fourth graders. Sustainability, 15, 3418. https://doi.org/10.3390/su1504....
15.
Aloufi, F., Ibrahim, A. L., Elsayed, A. M. A., Wardat, Y., & Ahmed, A. O. (2021). Virtual mathematics education during COVID-19: An exploratory study of teaching practices for teachers in simultaneous virtual classes. International Journal of Learning, Teaching and Educational Research, 20(12), 85-113. https://doi.org/10.26803/ijlte....
16.
Al-Samarrai, A. (2017). Modern trends in teaching. In Proceedings of the International Conference of Education: Challenges and Future Prospects (pp. 639-665).
17.
Ashour, I., & Subaihawi, H. (2013). The effect of educational units according to the SWOM strategy on the academic achievement of the subject of methods of teaching physical education among third-stage female students-College of Basic Education. Karbala Journal of Physical Education Sciences, 1(3), 184-204.
18.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates Publishers.
19.
Dahesh, M., Ibrahim, F., & Salman, M. (2022). Impact of the SWOM strategy on motor abilities and accuracy of volleyball block wall skills. Journal of STEPS for Humanities and Social Sciences, 1(3), 76. https://doi.org/10.55384/2790-....
20.
Ghayib, H. (2012). The effectiveness of the SWOM strategy in the achievement of chemistry for fifth grade female students. Al-Fath Journal, 50, 227-270.
21.
Gningue, S.M., Peach, R., Jarrah, A. M., & Wardat, Y. (2022). The relationship between teacher leadership and school climate: Findings from a teacher-leadership project. Education Sciences, 12, 749. https://doi.org/10.3390/educsc....
22.
Hamad, S., Tairab, H., Wardat, Y., Rabbani, L., AlArabi, K., Yousif, M., Abu-Al-Aish, A., & Stoica, G. (2022). Understanding science teachers’ implementations of integrated STEM: Teacher perceptions and practice. Sustainability, 14, 3594. https://doi.org/10.3390/su1406....
23.
Hamza, E. (2014). The effect of using the SUM strategy on the achievement and retention of information for fifth grade literary students in physical geography. Journal of the College of Education, University of Babel, 15, 208-228.
24.
Hazhouzi, F. (2016). The effect of using the project-based learning strategy on mathematical thinking and motivation towards mastering mathematics among seventh-grade female students in Geneva [Unpublished master’s thesis]. An-Najah National University.
25.
Hidayat, R., Hermandra, H., Zetriuslita, Z., Lestari, S., & Qudratuddarsi, H. (2022). Achievement goals, metacognition and horizontal mathematization: A mediational analysis. TEM Journal, 11(04), 1537-1546. https://doi.org/10.18421/TEM11....
26.
Hussein, G. L., Hasan, A. J., & Al-Jadaan, D. A. N. (2022). The effect of the SWOM strategy on learning some artistic gymnastics skills for students. ResearchJet Journal of Analysis and Inventions, 3(04), 108-123..
27.
Jarrah, A. M., Almassri, H., Johnson, J. D., & Wardat, Y. (2022). Assessing the impact of digital games-based learning on students’ performance in learning fractions using ABACUS software application. EURASIA Journal of Mathematics, Science and Technology Education, 18(10), em2159. https://doi.org/10.29333/ejmst....
28.
Jasim, B. (2020). The effectiveness of the SWOM strategy in acquiring mathematical concepts for second grade students, teacher training institutes. Journal of Arts, Literature, Humanities and Sociology, 54, 301-319.
29.
Mahdi, I. (2017). The effectiveness of using the SWOM strategy in teaching mathematics in developing some habits of the mind, such as critical thinking, among middle school students. Mathematics Education Journal, 20(2), 189-237.
30.
Mohamed, A. (2017). The impact of the use of the SWOM strategy in the achievement of the first grade students and their reasoning in mathematics. Alustath Journal of Humanities and Social Sciences, 2(221), 151-180. https://doi.org/10.36473/ujhss....
31.
Msaed, M. M., Arkhees, E. A., & Hasnawi, Z. A. (2022). The impact of SWOM strategy on developing creative thinking and learning some compound offensive handball skills for students. ResearchJet Journal of Analysis and Inventions, 3(10), 20-34..
32.
Raji, Z. (2016). The effect of scaffolding strategy and (SWOM) strategy on achievement of teaching methods and higher order thinking among students at the College of Education. Alustath Journal, 2(218), 151-178. https://doi.org/10.36473/ujhss....
33.
Saieed, A., & Hussain, R. (2010). The crises of the Iraqi wars on our educational system. Baghdad University Press.
34.
Swartz, R. (2003). Infusing critical and creative thinking into content instruction. Critical Thinking Press & Software.
35.
Tashtoush, M. A., Wardat, Y., Aloufi, F., & Taani, O. (2022). The effectiveness of teaching method based on the components of concept-rich instruction approach in students achievement on linear algebra course and their attitudes towards mathematics. Journal of Higher Education Theory and Practice, 22(7). https://doi.org/10.33423/jhetp....
36.
Tok, S. (2013). Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills. Metacognition and Learning, 8(2), 193-212. https://doi.org/10.1007/s11409....
37.
Wardat, Y., Belbase, S., Tairab, H., Takriti, R. A., Efstratopoulou, M., & Dodeen, H. (2022). The influence of school factors on students’ mathematics achievements in trends in international mathematics and science study TIMSS in Abu Dhabi Emirate Schools. Education Sciences, 12, 424. https://doi.org/10.3390/educsc....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
